This chapter reports an investigation of the experiences of primary school Chinese language teachers in Singapore about the ef_ cacy of a program involving an innovative Chinese language curriculum with accompanying resources that set out to cater for the different needs of children with varying Chinese language skills and from different Chinese language home backgrounds. Three-quarters of the population of the newly independent Republic of Singapore in 1965 were of Chinese ethnicity. Comprised mainly of immigrants and their descendents from countries such as China, India and regional countries like Malaysia and Indonesia, many languages could be heard on the streets and in Singapore schools. The economy of Singapore capitalized on its citizens’ ability to converse with local and multinational companies, and international trade and the attraction of foreign investments were eased by the command of English by many of its citizens. This facility with language was encouraged and Malay, Chinese (Mandarin), English and Tamil were taught in schools.