This article proposes an applied theoretical framework that could assist education reformers in Confucian heritage culture (CHC) countries to adopt Western-developed learning practices successfully. This framework is needed because the literature has recently documented a large number of failures in educational reforms at CHC colleges. The main reason is that Western-developed practices have often been imported to CHC colleges without a careful consideration of their appropriateness within the socio-cultural context of CHC countries. To ensure the successful importation of Western-developed learning practices, the framework developed in this study suggests that CHC reformers need to bring about a change in factors that have an influence on learning such as teaching and assessment practices. Also, the reform itself needs to be modified to become institutionally and culturally appropriate with institutional conditions and cultural values of CHC nations. The researcher used findings of empirical studies to demonstrate that this framework is applicable in reality.