Numerous studies have noted the difficulties in promoting a common national identity curriculum due to increasing tension between the concepts of local autonomy and national cohesion. Hong Kong's promotion of Moral and National Education provides an interesting case to examine two aspects of this tension -- what national identity education goals can be selected when local people enjoy different rights, and how local education agents can select content and pedagogy to address such goals. This article analyses two sample textbook lessons, two teachers' teaching plans for this subject, and memos from related curriculum development meetings. The comparisons reveal that textbook adaption is a consistent and important part of teacher-textbook interaction, with three major patterns emerging from Hong Kong teachers' interactions with textbooks. These can be attributed to the influence of micro- and macro-level powers over teacher-textbook interactions in Moral and National Education.