<p>New Zealand schools value recognizing and supporting the diverse identities and special learning needs of gifted and talented students. However, little research has examined the experiences of Chinese gifted students in New Zealand schools. This study used Q methodology to investigate the perspectives of 10 Chinese gifted students in New Zealand primary schools. The findings reveal that navigating a bicultural background and balancing Chinese cultural values with New Zealand’s educational expectations, shapes how these students define giftedness and view their learning. While students valued perseverance, effort, and family expectations rooted in Chinese culture, they also embraced the New Zealand emphasis on creativity and independence. This cultural interplay influenced their self-perceptions as gifted learners and the strategies they used to adapt in school. Students highlighted the central role of parental involvement in their academic journey but did not expect schools to actively integrate Chinese cultural elements into gifted programs. The study underscores the need for educators to recognize the dual cultural influences shaping Chinese gifted students education and to provide tailored support that bridges academic challenge with cultural understanding. These insights contribute to more inclusive gifted education practices in New Zealand and offer implications for other multicultural contexts.</p>