This chapter will focus on the historical and cultural evolution of educational leadership in China. Based on the construction of the connotation of leadership in China, this paper analyzes especially educational leadership in governance, from macro- meso- and micro perspectives. China is considered as a traditional centralized country. But after the policy of reform and opening up, the decentralization of educational governance has become a trend since 1980s. Although wider decentralization was considered effective to improve education. But China did not abandon thoroughly all the traditional roles of MOE. A mixture of hierarchical leadership and distributive leadership formed a harmonious and complementary model in China. From the work of eliminating illiteracy in the early days of the PRC, to National Training Plan, from running schools by group to pilot principals' professional development, all the initiatives benefit from the China Model. And every agency assumes its responsibility. Self-development, shared value and goal-setting, communication, openness of will and heart, all these characteristics of Chinese Ancient Thoughts shows in educational leadership. Comparative study tells us that educational leadership varies from different social and culture, but we still could find common points or inspirations from others, at least, educational leadership goes toward to deliver the future. The study includes critical discussion and conceptualization and contribute to a case-study of comparative education. [For the complete volume, "The Cultural and Social Foundations of Educational Leadership: An International Comparison. Educational Governance Research. Volume 16," see ED615841.]