The problems proposed in this study are (1) What problem is found in the USBN multiple-choice test items designed by English teachers? (2) What are the impacts of the problems on the quality of USBN multiple-choice test items designed by English teachers? (3) What factors are responsible for the problems. Therefore, the study aims to investigate the problems in USBN multiple-choice test items designed by English teachers. Since the research intends to seek information and data that can be used to describe the problems in the USBN multiple-choice test items, descriptive research was applied in this study. There are two primary data as the main information to answer the research questions. They are question items and the interview notes. The data to be found in the question items as the objective data are the mistakes contained there. There are 240 questions items which are then divided into two major groups: right and wrong questions. The parameter of the judgment is based on three categories of materials, construction, and language. In the material category, 39,17% of questions do not conform to the indicator written in the specification table, and 8,34% multiple-choice test items that the options are not homogeneous. There are 13,75% multiple-choice test items in the construction category that the length of the options is not relatively the same. In the language category, there are 14,17% multiple-choice items writing that does not follow the English language feature, and 11,25% multiple-choice items that every option repeats unnecessary words or phrases. The interview found that not all teachers graduated from English Education Program; 50% of the teachers do not have experience in teachers' training on the multiple-choice test items designing.