This study identifies predictors of Hong Kong students’ civic learning. It has adopted a cross-sectional quantitative design using secondary data from the 2009 International Civics and Citizenship Education Study (ICCS 2009; Schulz et al., 2010). Multi-level analysis reveals that most of the variance in student achievement can be accounted for by school level rather than individual level factors. Student background variables are largely insignificant suggesting the resilience of many Hong Kong students. Regarding Hong Kong students’ achievements in civic learning, a possible explanation is made and implications are developed for both theory and practice.