This article seeks to evaluate the social and cultural context of education among Chinese learners in order to identify ways through which American educators can best serve such students. It is intended that such efforts will create multiple pathways to knowledge for Chinese learners by accommodating their varying learning needs. Several common themes that emerge from current literature about the context of education in the Chinese culture suggest that Chinese learners emphasize the Confucian value of effort over ability, that they thrive under an authoritarian parenting style, and that they follow a constructivist learning style. American educators, by understanding Chinese culture as it relates to education, can adapt their pedagogy to better serve Chinese learners. Strategies and tools that emphasize effort, independent learning, and constructivist learning are therefore offered as guidelines to help American educators create appropriate pathways for their Chinese students. (Contains 3 tables.)