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The purpose of this study is to examine the context features of distractors in the English-speaking domain of the College Scholastic Ability Test (CSAT), which consists of Multiple-Choice Questions (MCQs). Distractors are crucial in MCQs since they not only affect the test quality but are also useful to diagnose learners’ weaknesses and help teachers improve instruction. Therefore, this paper analyzes context feature distractors marked as Pragmatic Error Triggers (PETs) based on Grice’s maxims, following two questions: (1) What are the PET categorizations and distributions in the English-speaking domain of the CSAT which apply to Grice’s maxims? (2) Can Grice’s maxims explain all of the PETs? A total of 77 questions and 308 distractors from the 2005-2021 academic years were tagged by 2 raters. A total of 8 sub-PETs, including (1) Quantity: ① Redundancy ② Wrong Focus; (2) Quality: ③ Opposite; (3) Relation: ④ Same Referent ⑤ Wrong Referent; and (4) Manner: ⑥ Order ⑦ Turn ⑧ Vague Pronoun, were categorized. The PET ratio appears to have been relatively stable since 2016 while the overall frequency and distribution were random. Based on the findings, adjusting the PET to the CSAT distractors is suggested. This study can possibly help in the creation of context feature distractors to measure pragmatic competence and diagnose learners’ weaknesses.