In the era of globalization and economic redistribution and competition, countries around the world have increasingly recognized the importance of involving various stakeholders such as parents and community members in children’s education to maximize students’ learning and achievements. Countries and regions in Sinic civilization including China, Hong Kong, Taiwan, Singapore and Vietnam have a long tradition of parental and community involvement in education due to the influence of Confucianism. Confucian ethos regards education as the pathway to upward social mobility, a pathway available for students of all classes (Merson 1990; Zhou 1996). Education is considered as the means by which individuals from even the humblest backgrounds can rise to great heights (Confucian Education 2003). Not only is education linked to individual mobility, in Confucian cultures, as indicated in the quotes at the beginning of this chapter, individual upward mobility is also closely linked to the family’s wellbeing, particularly the “face” of the family. High achievements usually increase the “face” of the family while low achievement can cause the family to lose “face.” Therefore, in Sinic cultures, students’ achievement is not an individual matter but a family (and community) affair. Not surprisingly, parents and communities are highly involved in children’s education in these countries and regions.