The academic success of Chinese students has drawn much attention from researchers and the public. Evidence suggests that Chinese parents’ learning‐related practices contribute to their children’s high achievement, but what motivates these practices? In this article, we address this question by focusing on Chinese parents’ beliefs, which can serve as a framework that guides their practices. First, we review recent research on Chinese parents’ learning‐related practices as well as their beliefs about children’s learning and parenting. Then, we consider how these beliefs, which are constantly shaped by the cultural and social context, may underlie Chinese parents’ learning‐related practices. We conclude by discussing directions for research in a changing world.