Driven by the steady increase of the Muslim population, ethnic Muslims in Hong Kong have been desperately seeking physical space for daily prayer and reciting Qur’an. Out of the strong religious aspiration, many small-scale madrasah (‘housques’) have been flourishing in many parts of Hong Kong in recent years. Based on my ongoing ethnographic fieldwork, it is found that ethnic Muslim families (majority Pakistani) eagerly expect their next generation to preserve heritage tradition. While Islamic religious teachers teaching students Islamic practices and reciting Qur’an at madrasah in the evening, young ethnic Muslim students at the same time are exposed to the Chinese public education in the daytime. Grounding inter-Asian connections between Pakistan and China’s Hong Kong, this research focuses on the impacts of growing interactivity of teaching and learning across the Belt and Road. On one hand, it aims at understanding how ethnic Muslim students learn in-between spiritual and secular worldviews from two different teaching traditions. On the other hand, it also explores how religious teachers in madrasah and Chinese teachers in public schools teach by engaging dialogue with each other, and finally how they learn from each other.