Despite much research on Chinese children's learning achievement, little research exists on their early development of beliefs about learning. This study examined the perceptions of purposes for and affective and value expression toward learning among 129 Chinese preschoolers aged 3-6 years. To tap culturally valid perspectives, free narratives prompted by story beginnings and responses to probes about books and school scenarios were collected and analysed both qualitatively and quantitatively. We identified four types of benefits from learning that children revealed: (1) Intellectual benefits emphasising acquisition of skill, continuous personal growth, and "a lot" of knowledge; (2) respect/admiration for learning; (3) social benefits for others; and (4) economic benefits. Children also expressed highly positive feelings and value toward learning. These trends increased with age. The findings are discussed in light of Chinese cultural values of learning and their influence on children's development of beliefs about learning. (Contains 3 figures, 2 tables and 2 footnotes.)