Purpose: Chinese Educators, referred to as "Jiaoyujia" [Chinese characters omitted] in Chinese, are esteemed individuals dedicated to education with extensive expertise in theory and practice. Despite their influential pedagogical research, they have received limited scholarly attention. This study aimed to fill the gap by focusing on Jilin Li's [Chinese characters omitted] contextualized teaching research informed by Chinese educational traditions. Design/Approach/Methods: A case study format was adopted, and data were thematically analyzed using NVivo 12. In light of Kuan-Hsing Chen's "Asia as method" idea, the analysis drew particular attention to the Asian resources employed in the pedagogical studies of interest. Findings: Focusing on how Educators utilize diverse educational traditions, this paper presents three functions of Chinese educational traditions applicable to Li's case. The chosen case study demonstrates that elements of Chinese educational traditions still actively inform Educators working in a modern Western-style education system. This paper analyzes how Li combined Chinese and foreign traditions and reveals an element of subjectivity with its own strengths and deficiencies. Originality/Value: This study is the first to present and analyze the phenomenon of Chinese educational traditions informing pedagogical studies conducted by Chinese Educators, an influential group that scholars usually overlook in modern China.