Teaching Chinese culture is certainly an essential aspect of every Chinese language teachers' instructional responsibilities. To highlight the culture(s) from which Chinese language developed and currently operates in is an additional bridge for students of the language to enhance their understandings of the peoples who communicate primarily in Chinese. Furthermore, cultural instruction also allows students to better appreciate some of the nuances of the languages now called Chinese. However, the manner in which Chinese culture is presented in the majority of Chinese language textbooks, teaching materials, and oftentimes Chinese language classrooms for non- Chinese learners is done so only from the observed Chinese perspective. Such approaches are misaligned with the Chinese cultural realities foreigners visiting or living in Taiwan, China, or other Chinese speaking areas will experience and participate in. Drawing on published works (See Hodge and Louie 1998; McDonald 2011), then complementing them with the author's experiences living in China and Taiwan off and on across the last 20 years, the argument will be made that teaching observed Chinese culture can and should be complimented by the teaching of participatory Chinese culture as well. It is hoped that by making such a case for the teaching of observed as well as participatory Chinese culture Chinese teachers and non-Chinese language learners can benefit from the additional avenues Chinese culture can be presented in and learned.