In their introduction to Education and the Colonial Experience, Gail P. Kelly and Philip Altbach point out that, while "what those who ran [colonial] schools wish to have them accomplish ... was to assist in the consolidation of foreign rule,"' there were yet many different faces, strategies, and consequences to colonial education. The relationship between the culture of the colonizer and that of the colonized has not been everywhere a simple one of imposition and submission. If, in many societies, the indigenous culture withered under colonial rule, in others, native tradition or certain strands of it might thrive or revive under colonial sponsorship or stimulation. This article shows how British administrators and Chinese educators in Hong Kong have selectively used Chinese cultural heritage in the curriculum. While it honors the cultural heritage and transmits the sense of Chinese identity, the curriculum also fosters the sense of being at the periphery of both the Chinese and the Western worlds-which, no doubt, assists the consolidation of outside rule.