To understand the unexpected rise of conservative activism among post-1965 Chinese immigrants in the affirmative action debate, it is important to understand what education means to them, their families, and their community. In other words, the affirmative action debate is in essence part of a larger debate about how Chinese immigrants make sense of education, opportunity, and mobility in the US. Chapter 2 draws on interviews and ethnographic observation in California (e.g., at family gatherings, college application seminars, and supplementary educational institutions). Consistent with previous research, it finds that post-1965 Chinese immigrants emphasize education as a viable path to success. The popular press, ethnic media, supplementary educational institutions, and Chinese American community members altogether make this immigrant narrative of education popular and compelling. Yet, we must caution against making blanket statements that all Chinese immigrant parents want their children to attend selective universities and that their parenting values and approaches are static. There are also Chinese immigrants who take an alternative path to success or, more importantly, to happiness, and who change their parenting values and approaches over time. It is thus more accurate to conclude that Chinese American have diverse desires, needs, concerns, and perspectives on education.