Over last decade, globalization has brought prominent attention to culture and culture pedagogy. This book explores approaches to teaching Chinese culture to adult/tertiary learners with little or no familiarity with Chinese language in Australia. To help those learners develop understanding of Chinese cultural and/or skills for interaction with Chinese people, seventeen specific approaches classified into three types, namely cognitive, experiential and cognitive-experiential mixed, were applied in varied ways in the teaching sessions. Data were collected for evaluation of the appropriateness of using the approaches, the ways they were handled, and other relevant issues. The book is research-based in cultural pedagogy in adult/tertiary teaching. It provides a reference for teaching culture, language and intercultural language education. The author being a bilingual teacher and academic from a native Chinese cultural background, provides reflective teaching and learning models in professional development from a third place.