In an effort to address some of the issues of justice and equity within Hong Kong, this chapter looks at developments with curriculum and pedagogy in the SAR with an emphasis on the years after the 'handover' of Hong Kong from the United Kingdom (UK) to mainland China in 1997. Not meant to be an exhaustive study, this chapter focuses on specific issues identified in discussions with a diverse group of tertiary students in Hong Kong who are studying to be teachers in the SAR. Utilizing an analysis informed by critical education scholarship, this chapter's analysis of curricular and pedagogical issues puts forth implications that are of relevance to international contexts connected to Asia and China, as well as educational issues of diversity, social change, and equity. [This chapter was published in K. J. Kennedy and J. C.-K. Lee (Eds.), "The Routledge Handbook on School and Schooling in Asia" (p110-122). London: Routledge.]