This chapter introduces the background and rationale for this study, which is grounded in Xu and Connelly’s SSHRC Partnership Grant Project and the Windsor–Chongqing sister school network. Drawing on my experience as a research assistant since 2016, the study examines the strengths of Ontario’s generalist teaching model and China’s specialist teaching model, with mathematics education as the focal point. Both systems are undergoing significant paradigm shifts: Ontario is moving toward accountability, while China is emphasizing relevance and interdisciplinary learning. Within this dynamic landscape, the chapter outlines how reciprocal learning opportunities can be fostered through cross-cultural collaboration between Canadian and Chinese educators. The research is guided by three central purposes: identifying the strengths of each teaching model, exploring what may be learned reciprocally, and investigating how participation in the sister school network contributes to teachers’ personal practical knowledge. Finally, the chapter highlights the study’s significance for teachers, policymakers, and teacher education programs in both contexts and provides a roadmap for the dissertation’s structure.