Western literature has shown that elite universities are not culturally inclusive, presuming that these institutions predominantly reflect the culture of the affluent middle class. While cultural inclusion of socioeconomically disadvantaged students is a globally relevant issue, the overarching presumption does not necessarily apply to non-Western societies. This article reconsiders this assumption in the Chinese context, addressing the lack of systematic research untangling the dominant culture in elite Chinese universities. A two-phase, mixed-methods case study was conducted at two top-ranked universities in eastern and western China. In the first phase, a content analysis of the stories of the universities' award-winning seniors was combined with a thematic analysis of the in-depth interviews with 49 graduating seniors to untangle the formal and informal dominant culture in China's elite universities. The findings led to a three-fold model of dominant culture characterized by an emphasis on individual academic performance, loyalty to Communist Party ideology, and the significant influence of students from advantaged family backgrounds. In the second phase, three hypotheses about the impacts of this dominant culture on students' socio-cultural integration were tested, largely supporting the three-fold model and highlighting the roles of academic and political performance in facilitating cultural inclusion. This study sheds new light on cultural capital studies in non-Western contexts and emphasizes that cultural (dis)advantages should be cautiously examined considering the historical and ideological context shaping higher education.