Chapter 5 examines the views of 12 Chinese language instructors in Australian higher education on teaching linguistic (im)politeness. While textbooks are essential, they overlook regional and cultural nuances, limiting students’ understanding of Mandarin’s diversity. Instructors typically focus on grammar, sometimes neglecting linguistic (im)politeness, especially at the beginner level. Challenges include limited contact time, lack of formal training, and mixed heritage and non-heritage learner classes. The chapter emphasises the importance of teaching resources integrating grammar with pragmatic and cultural education to enhance students’ communication abilities in diverse Mandarin-speaking contexts.