This chapter discusses the changing local and global contexts in which Chinese (i.e., one or more Chinese languages or dialects) is being learned by multilingual youth and adults. Case studies of heritage- and non-heritage transnational learners of Mandarin in Canada, the United States, Australia and China illustrate the multi-scalar influences and enactments of larger geopolitical initiatives, ideologies, investments, and power relations in Chinese education and the many forms of Chinese-involved multilingualism(s) that can result. The chapter then explores how these and other factors shape learners’ identities, forms of agency, and linguistic histories as well as their trajectories and (sometimes fraught) subjectivities as multilingual Sinophones. The chapter concludes with a call for additional research representing a wider range of multilingualisms, raciolinguistic identities (especially among non-Anglophone learners), and migration histories and trajectories in Chinese language learning.