This chapter frames the history and rationale for a research-based examination of new modes of teaching and learning within Chinese as a Foreign Language (CFL). The chapter investigates the nature of innovative pedagogies, offers a brief overview of the history of the teaching of CFL, identifies the current challenges in CFL, and observes new developments emerging through recent CFL research publications. The chapter highlights three areas of teacher knowledge needed: understanding of learners, understanding of teachers themselves, and understanding of resources available which offer new opportunities. Integrating learner, teacher and technology, the chapter concludes with an overview of the studies in the volume. The chapter both disseminates innovative work being done in CFL, to create a greater circle of influence, and exemplifies an inclusive diversified and creative community of practice for CFL.