This paper aims for an understanding of the learning needs of students from mainland China and their perceptions of self-identity and sense of belonging during their study in Hong Kong. Seeing the chances to promote internationalization, and with Hong Kong being one of the major Asian educational hubs, the Hong Kong government initiated higher education reform in early 2000 to widen the participation rate in higher education to cope with the acute demand for life-long learning in higher education programs in Hong Kong. The Sutherland Report on Higher Education in Hong Kong  suggested that the landscape of local higher education institutions be widened by strategically collaborating with overseas universities to develop new self-financed programs and provide additional places for incoming students. Subsequently, the government has encouraged local institutions to develop self-financed higher education programs to cater to the demand from local students and to recruit overseas students, especially those from mainland China. A survey of students from mainland China reveals their concerns about learning support, professional qualifications, daily living, social and cultural acceptance and economical and emotional adaptation during their study in Hong Kong . Apparently, along with their cross-boundary learning experiences, students from mainland China are also confronting the struggles of localization and adaptation to the Hong Kong community. In view of the above, it would be beneficial to know the learning needs of mainland China’s students along with the learning and teaching strategies to accommodate them. Furthermore, from a social-psychological perspective, we also look into the students’ perceptions of self-identity and sense of belonging while studying in cross-boundary programs and how they cope with the cultural differences to re-generate identity and a sense of belonging.