This project can be used in a variety of educational settings, but was designed for use in a third-year high school Chinese class to supplement the textbook Integrated Chinese, Lesson 19: Travel. In this project, students are assigned a specific identity and asked to choose the itinerary that best meets their needs. Once they have selected their itinerary, students will develop a presentation describing their flight plan and itinerary and explaining why this itinerary meets their needs. This assignment helps students to develop reading comprehension skills by reading itineraries for a proposed trip to China. In addition, students will develop presentational speaking skills and use specific details to back up their ideas. Since different individuals or groups have different needs, the resulting class presentations will differ in content and be more engaging for students to watch. Because the itineraries feature real places in China, this is also an opportunity for students to learn about some of China’s famous locations. I have provided a glossary for each itinerary based on my own students’ background knowledge, these may be edited to suit the needs of your students. Includes directions for students and teachers, rubrics for presentation and written portion, and five travel itineraries written in simplified Chinese characters.