Abstract
This chapter concentrates on Chinese learners studying in Australian universities. It is argued that adoption of a deficit model to describe Chinese students' learning in the Australian literature has contributed to creating a distorted view of these students' learning. Three salient aspects of the stereotyped view of Southeast Asian students are examined for evidence of accuracy, adaptability and continuity in the Australian context, rote vs deep learning, achievement orientation and participation in tutorial discussions. A number of studies, conducted with Singaporean students predominantly of Chinese origin, revealed that Chinese learners at university in Australia demonstrate a strategic adaptability in their attempts to meet the new educational requirements, and an advantageous and wise continuity in maintaining a high academic orientation.