A long Canadian tradition has promoted the rise of multicultural education. In this multicultural society, ways to deal with the cultural differences in the teaching of Chinese to students with various backgrounds and needs have always been a challenging task. A review of the literature revealed that little research has focused on Chinese pronunciation teaching in Canada. In order to understand the teaching of Chinese pronunciation in Canadian universities, this study examines Integrated Chinese (Liu, Yao, et al., 2016), a Chinese textbook widely used in Canada. The study also qualitatively analyses two teachers' self-evaluations and their teaching experiences, as gathered from surveys and interviews. The results of the study aim to inform both seasoned and novice teachers in their work in the Canadian post-secondary context and to offer practical pedagogical recommendations for consideration. / Graduate