The Chinese community in Singapore can be divided into two groups: Chinese migrants from China who still considered China as their “home” and the Straits Chinese who mostly they did not consider themselves Chinese citizens, rather they were British citizens who considered Singapore their home. The Straits Chinese or Queen's Chinese did not care about politics in China and were mostly educated in English schools. This article will therefore discuss the education challenges faced by the Chinese community, more specifically Chinese-born Chinese migrants, in post-war Singapore. During the period of colonial rule, the Chinese community received the least support from the colonial government from an educational perspective. Both teachers and students were subjected to biased treatment, for example Chinese school teachers received lower remuneration than English school teachers and even Chinese middle school graduates found themselves in the difficult situation of no job opportunities . This is consistent with the newspaper article titled Education in Chinese which says: “Every year, there are thousands of Chinese school dropouts from vernacular schools and are left without jobs and wandering up and down the streets of the Federation because they do not have bilingual qualifications . " The Chinese community had to finance their own schools and hire teachers from China.3 Predictably, teaching in Chinese schools followed that of China: importing textbooks from there.3 Students were taught “compilations that were vehicles of Confucianism” and materials that reiterated lessons of filial piety and loyalty to one's homeland.3 Chinese schools in the... middle of paper ......n system were to the detriment of the language and identity of the Chinese community. Furthermore, the Chinese community was in a rather disadvantaged position, having to face the difficult situation of no employment opportunities, no avenues for further education between 1952 and 1956, unequal treatment and lack of financial resources However, the colonial government cannot be entirely blamed for the challenges faced by the Chinese community as the uniformity of the education system aimed to form a common identity for the people. Furthermore, he was not reluctant to help the Chinese community, but rather could not allow them to have the upper hand in the education system. In 1959, education remained fragmented across languages; it is therefore not difficult to imagine why such educational systems using foreign teachers and texts cannot lead to a unified citizenry.