<p>This study investigates generational perspectives on educational ideologies and practices in China, providing insights into how socio-economic transformations have influenced educational perceptions across different historical periods. Using a narrative inquiry approach, data were gathered from twenty-three participants across seven Chinese families. Each family’s three biologic generations from four different time periods shared their viewpoints and experiences, which were recorded on video, transcribed, and translated into English for inductive thematic analysis. The findings revealed a range of educational ideologies articulated by participants across three generations, illustrating how these ideologies evolved alongside changing societal contexts and historical periods. The study identified diverse understandings and expectations regarding education among different generational cohorts. While some consistency in views on education was observed within families, significant intergenerational differences emerged due to distinct upbringing experiences. The findings highlight how societal contexts and historical events have influenced the perceptions of biologic generations, including grandparents, parents, and youngsters. This research reveals the dynamic interplay between socio-economic changes and educational ideologies in China, offering valuable insights for educators, policymakers, and researchers.</p>