It is important for us to be on the same page from the outset of our discourse. Thus, I will make clear who and what are included in this chapter. The primary subsets of the population included in this discourse of education for all in Hong Kong are school-age children (up to the completion of secondary education) with disabilities and persons from culturally and linguistically diverse backgrounds. Hong Kong’s journey is closely tied to its historical and political past as a British colony. As such, this chapter begins with an examination and analysis of Hong Kong’s policy development in education as a British colony and examines legislation and policies toward education equity for the above subgroups of the population before July 1997. This is followed by a critical review and analysis of the change after the handover of sovereignty to the Chinese government when the implementation of the inclusive education policy officially began. The persistent challenges caused by the elite-oriented education system and social demands in Hong Kong’s struggle toward education for all permeate the discourse. Finally, this chapter stresses the importance of understanding issues regarding difficulties in distinguishing and assessing certain disabilities (e.g. language-related disabilities) from difficulties due to cultural and linguistic diversity. This would aid the move toward education equity in Hong Kong, a vital and multicultural gateway to China, Asia, and beyond (Hong Kong Government, Brand Hong Kong. Retrieved from http://www.brandhk.gov.hk/en/#/en/about/development/launch.html, 2014a). Copyright © 2019 Springer Nature Singapore Pte Ltd.