Collaborative problem-solving learning (CPS) is a critical and necessary instructional activity across educational and cultural settings, but its application in the classrooms and impact on students' learning are shaped by the culture it is blended in. By utilizing the Programme for International Student Assessment (PISA) 2015 Collaborative Problem-solving data, this exploratory study examines the differences between China and the United States regarding middle school students' CPS performance. The results indicated that students in both countries could solve a medium-difficult problem with collaborative effort. Due to the Confucian Heritage Cultural impact, Chinese students underperformed in CPS as compared with their peers in the United States. The conclusion emphasizes that providing Chinese teachers with CPS embedded curriculum and related professional training could enhance their students' CPS proficiency.