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This paper intends to examine the formation of overseas Chinese and Chinese society and; the establishment of Chinese language education and its meaning. To this end, I briefly summarized the past and present states of Chinese education in Southeast Asia, which contains the highest concentration of overseas Chinese. Although this paper primarily focused on literature research, its background was based on the researcher��s visits to Southeast Asian Chinese societies (Malaysia, Indonesia, and Singapore) in the recent past and interviews with education officials. ��Overseas Chinese�� reminds us of the role of entrepreneur, but we cannot ignore the power of ��education�� in the formation and maintenance of the Chinese society. Ethnic groups that are involved in business serve as the pillars that support Chinese society, but the roots of the national spirit lay within tangible and intangible ��schools��. Although Southeast Asian overseas Chinese have undergone different settlement processes based on the country they reside in, they are constantly striving to further strengthen their position in the field and succeed culturally by fostering intellectuals who can transmit national knowledge (traditional culture and language). In Korea, we are now moving toward a multicultural society based on OECD standards, and there are about 7.5 million overseas Koreans. It is worth considering that the Chinese experience can serve as a reference for our future. In the future, specific cases and current state-of-the-art educational materials will be further studied in order to set the foundation for a comprehensive study of Chinese knowledge diaspora.