This study explores diasporic identity and childhood mathematics performance in Australia. Chinese students outperform their Western counterparts in international mathematics tests such as Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Results from these tests have attracted considerable attention from policy makers in the past decades. An extensive literature search has also been conducted to examine possible contributing factors such as the curricula, classroom pedagogies, assessment, motivation, parental expectations and practices as well as the Chinese culture (Stevenson & Stigler, 1992; Leung 2002; Li, 2004). However, these studies tend to examine the issue from an external, quantitative approach and clinical perspective in national level. Few studies have investigated the issue from the 'insiders' perspective.