In transnational education, English-speaking countries such as the USA, UK, Australia, and Canada have offered their K-12 governmental curricula as pathways for students in majority world contexts to access higher education in English-speaking countries. Transnational education programs promote their capacity to expand students’ access to multiple languages, cultures, and curricula. However, existent literature shows variable effects of transnational education practices on students’ creative and critical meaning making across modes and media. This exploratory case study investigated multi-lingual, cultural, and semiotic learning opportunities for students in a transnational education program delivered in China but accredited by the Ministry of Education for the province of British Columbia (BC), Canada. The program incorporated BC secondary school curricula and the Chinese national high school curricula. Data sources included teacher interviews and observations of English and Mandarin literacy classes. Data were analyzed thematically based on a multiliteracies and critical multimodality framework. The study found a notable divergence between pedagogical practices among Canadian and Mandarin teachers. Findings also show that their personal preferences, curricular emphasis, and the neoliberal education forces mediated language and literacy pedagogy. For instance, Canadian teachers acknowledged the value of multimodal literacy, yet mandatory standardized English testing prioritized language transmission and test-oriented skills. Mandarin teachers employed diverse modes and media to support students’ creative meaning making, yet their critical engagement with texts in multimedia remained limited. The chapter recommends critical multimodal literacy approaches to promote diversity and inclusivity in globalized schooling contexts. These insights contribute to ongoing discussions on the need for pedagogical frameworks that empower teachers and students to navigate and challenge neoliberal influences.