The Ontario Grade 10 Civics curriculum reflects Canada’s desire for good citizens. Since Canadian schools have a diverse population, many of whom are immigrants, civics education students from diverse cultural backgrounds deserve attention. This study examines how young Chinese immigrant students who came to Canada experienced the transition from Chinese conceptions of the “good” citizen that they learned in China to Canadian ones. This thesis specifically probes students’ perception of civic responsibility, civic participation, and critical thinking conveyed in the Chinese and Canadian civic education courses, and asks how, if at all, do participants perceive their experiences as Chinese immigrants affecting their Canadian citizenship education experiences? The study included in-depth interviews with Ontario Chinese immigrant students who attended civic education classes at least in Chinese elementary schools and subsequently moved to Canada before the required Ontario grade 10 civics course. The findings generally demonstrate different experiences of Chinese and Canadian citizenship education and indicate Chinese immigrant students’ educational and cultural backgrounds are significant factors influencing their Canadian civic education experiences. These findings have important implications for guiding future Canadian citizenship education practices by better understanding the interests, needs, and values of Chinese immigrant students.