This research project is an investigation of the educational ideas and practice of UK Transnational Education (TNE) in mainland China from the perspective of citizenship education. There are two areas of detailed examination. The first area of enquiry looks into the educational process of UK TNE, exploring how citizenship education has been conducted in UK TNE. The second aspect looks at how the students perceive their roles as citizens in a globalising world. In this research, citizenship education is broadly understood as the preparation of students for their roles as citizens through formal educational institutions. Four cases representing different models of UK TNE in China were included in the empirical investigation. Qualitative data regarding the educational ideas (how the TNE cases perceive their roles in preparing students to be future citizens), the pedagogical process (curriculum, teaching and learning of citizenship modules) and campus ethos (campus culture and students’ organisations and activities) was collected to describe how citizenship education was conducted in UK TNE. Meanwhile, to understand how the students perceive citizenship and citizenship education, a mixed method of students’ interviews complemented by simple questionnaires surveys was adopted. Synthesising different aspects of research findings, a descriptive model was drawn to explain the various factors influencing how citizenship education is perceived and incorporated into UK TNE in China. The research found that citizenship education was predominantly regulated and directed by relevant policies in China. The most widely adopted approach (joint programmes of Case C and D and affiliated college of Case B, all under the administration of Chinese partner universities) was to require students to take the ideological-political modules. TNE joint venture with independent university status of Case A enjoyed relatively more autonomy and played down the ideological-political side of citizenship, by focusing on cultural studies and students’ self-management. Students demonstrated active minds in establishing citizenship perceptions, showing awareness and concerns for the social and political development in China. UK TNE received positive feedback with regard to its stress on improving the students’ English proficiency and cultivating their multicultural awareness and critical thinking. This research, though exploratory in nature, has important implications for policy making, curriculum design and strategies for cooperation regarding TNE in general and UK TNE in China in particular.