In this paper, I posit a hybrid conceptualisation of women teachers' identities in the globalising and localising negotiation of gender. Drawing on Homi Bhabha's theory of hybridities, this paper argues for a fluid, hybrid and multifaceted reality of women teachers' lives in the areas of family, the husband and wife relationship, and the place of the child in the family as they engage in workplaces. The analysis draws on in-depth interviews with 20 Chinese women primary school teachers first individually and then in groups of four or five in Hong Kong where globalisation meets with the indigenous Chinese culture. Implications for teacher education are discussed. (Contains 1 figure and 2 notes.)