This chapter establishes the research framework and methodology for examining how Chinese linguistic (im)politeness is taught in Australian higher education. It addresses the integration of politeness strategies in CAL/CIL textbooks and explores instructors’ perceptions through an interpretivist lens. Drawing on third-wave interactional pragmatics and content analysis, it employs qualitative methods to investigate affective stance, moral alignment, and pragmatic discomfort. The chapter outlines the ontological and epistemological positions guiding the study, justifies the methodological design, and presents strategies for ensuring rigour and trustworthiness in data collection and analysis.