The education of national minorities in the People’s Republic of China is not a monolithic system, but an extensive network of institutions with varied curricula. China’s territorial diversity can be closely linked to different conditions for the development of education, including the minority segment. Additionally, owing to the great diversity of ethnic groups and their political self-organization, it is difficult to comprehensively explore this system in its full complexity. However, this is not properly reflected in the scholarly literature, perhaps because its analysis is in fact possible on a fragmentary basis and during field research. This study is an attempt to fill the gap in research on minority education in China by indicating that, especially in the case of the promoted bilingual education, but also of other education models, there are differences in the praxis of their implementation. This paper presents selected determinants for these processes.