Despite extensive research and applications of sight-reading instruction in Western countries, little is known about how sight-reading is perceived and taught in China. This paper bridges this gap by exploring the perceptions and teaching strategies of nine lecturers from six Chinese universities. Classroom observations, semi-structured interviews, and video discussions were conducted to gather data. The lecturers shared their views on sight-reading and emphasised the need for standalone courses. Their sight-reading teaching patterns included preparing activities (analysing the music, exercising the scales, getting used to specific rhythmic patterns, and singing the scores), providing ongoing feedback (paying attention to tempo and guiding eye movement on sheet music), and emphasising the importance of follow-up practice of patterns. However, the lecturers' pedagogies were based largely on their personal sight-reading experiences. They even doubted the effectiveness of their own teaching methods, which reduced their confidence. The study highlights the need for lecturers to overcome psychological and pedagogical barriers and further develop their teacher efficacy.