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Despite the increasing number of students from “Asian” backgrounds in Australian schools, little consideration has been given to the experiences of Health and Physical Education (HPE) teachers in teaching these students. This paper centres on the experiences of eight Anglo-Celtic Australian HPE teachers teaching mainly Chinese students in two schools in Queensland. In order to understand the nuanced diversity of their teaching experiences, three key theories were drawn on. They include: Bourdieu's concepts of capital and (mis)recognition, Chinese “complementary difference” and postcolonialism. Underpinned by critical and interpretive ethnographic methods, this paper also discussed key implications for promoting diversity in HPE. [ABSTRACT FROM AUTHOR]