Improving education has been an ongoing project for teachers and administrators asit goes in sync with the ideas of education constantly evolving.There is never the same daywithin an educational institution with all the different events and needs of students,but themethods and practices that have been implemented to change and improve schools have beensynonymous and comparable to one another.Private educational institutions have a reputation forensuring that every student has a catered unique learning experience where the attention fromteachers is one of the biggest advantages – as the ratio for the students per classroom to oneteacher is significantly less than that of a public school.The increased attention from a teacher islikely to give the student more opportunities to ask questions when encountering difficulty andclarification,and more time can be allocated to detail the specifics of a topic for full knowledgecomprehension.Thus,allowing students from private schools to exceed the performance thanthose from a public school.However,many private schools have now entered a scripted formulawith the practices that are applied to improve in the pursuit of excellence,which goes against theprivate schools strive for uniqueness in an educational experience for its students.This is aproblem that has inflicted many private schools around the world.The Reciprocal LearningProgram between Canada and China has been the opening opportunity window for research – theobservations,experiences,and reflections will provide leverage for this papers primary source ofevidence.The purpose of this paper is to explore some of the underlying problems between theprivate schools in China with their strive for school improvement in the pursuit of excellence,andalternative suggestions that may be implemented to benefit the schools and their systems forhigher education.