This article reports the findings the researchers obtained from a study of prominent civic education teachers in Hong Kong with regard to how they perceived national identification and the nurturing of national identification through civic education in Hong Kong schools. A qualitative method of data collection by in-depth semi-structured interviews was engaged. Original quotes are given whenever necessary so that readers can understand how the arguments in the article were derived and can arrive at their own conclusions. The teachers in general believed that national identity is ethnicity-based. But they agreed that national identity should coexist with other local and global civic identities. All of the teachers agreed that their schools worked assiduously in nurturing national identity. However, they also pointed out that a top-down compulsory national education programme, aimed at glorifying the nation, would not work in Hong Kong. Alternatively, students would accept civic education with a fair representation of the nation that allowed for critical judgment.
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