Traditional Chinese painting prioritizes expressive brushwork, compositional harmony, and symbolic representation, contrasting with Western realism, which emphasizes technical precision, shading, and perspective. This study examines the enhancement of realistic art literacy in fostering the understanding of Chinese painting traditions in art education. This study involved three key informants, ten casual informants, and general informants in an art education setting. Using a qualitative research approach, the study employed content analysis, semi-structured interviews, and classroom observations to assess the impact of realism-based instruction on students' ability to engage with Chinese painting techniques and philosophies. Findings reveal that while realism-based training enhances brush control, spatial awareness, and compositional accuracy, students struggle to adapt to Chinese painting's expressive fluidity and philosophical depth. The study suggests a balanced curriculum combining realism-based learning with traditional Chinese artistic education, allowing students to navigate both artistic traditions effectively. Future research should explore digital tools, cross-cultural methodologies, and comparative studies on Gongbi and Western realism to further integrate realism with Chinese painting instruction in modern art education.