The International Baccalaureate (IB) school system focuses on cultivating an international, and the ability of its graduating students has been acknowledged by a variety of renowned universities as well as been widely recognized in the world. Among Chinese-speaking countries and areas, the development of IB schools have centered around Hong Kong while many have chosen to establish their international schools in China and Taiwan. By examining IB schools in Chinese-speaking areas - especially their curriculum in the subject of Chinese - we can discern the particular contents and practices of the Chinese subject under the global educational trend. Similar to the IB, the educational system in Taiwan has undergone several curriculum reforms, the main target of which was to cultivate in students the fundamental discipline and abilities so as to keep up with the global trend. This direction is very similar to that of IB schools. More particularly, courses in the IB Diploma Programme's ＂Chinese A: Language and Literature＂ subject resembles more closely - compared to the subjects of ＂Chinese A: Literature＂ and ＂Literature and Performance＂ high school Chinese courses; hence, this paper focuses on Chinese A: Literature as the subject of study. This study employs the document analysis form of approach and compares Chinese teaching for high school students in Taiwan against courses in IB Diploma Programme's Chinese A: Literature to examine their similarities and differences in aspects including role setup, teaching goals, teaching contents, and evaluation methods. The hope is to inspect the roles and characteristics of the focal Chinese courses given their similarities and differences. Moreover, this study offers concrete examples for teachers and students who are faced with both systems and can serve as reference for connecting learning plans.