In the past decades, the “CHC” (Confucian Heritage Culture) learner phenomenon had aroused the interest of sociologists, educators and psychologists. Examination orientation, achievement orientation, use of repetitive learning, synthesis of memorization and understanding, and the use of recitation to bring about sharp focus for better understanding were some of the themes of these researches. This paper will explain what the general paradox of CHC learners is and how cultural difference can affect students’ motivation for learning according to Chen and Stevenson’s model of cultural influence, and discuss the major misconception of CHC learners’ study approach. In the past decades, the “CHC” (Confucian Heritage Culture) learner phenomenon had aroused the interest of sociologists, educators and psychologists. Examination orientation, achievement orientation, use of repetitive learning, synthesis of memorization and understanding, and the use of recitation to bring about sharp focus for better understanding were some of the themes of these researches. This paper will explain what the general paradox of CHC learners is and how cultural difference can affect students’ motivation for learning according to Chen and Stevenson’s model of cultural influence , and discuss the major misconception of CHC learners’ study approach.