This paper deals with the subject matter of postcolonial Hong Kong English lessons, wich are considered as ideology-ridden. Drawing on critical discourse analysis and ideological research, this study examines how teacher talk is employed as a means to teach young children the taken-for-granted aspects of lived reality. It also explores what added to the generation, transmission and maintenance of this dominant culture/ideology in society, resulting in detailed subject matter for the young children in the observed Hong Kong primary English classrooms.