Despite the COVID-19 pandemic, Chinese international students (CIS) still comprise the largest international cohort in Australian universities. However, limited research has examined perceptions of CIS' learning approaches in Australian universities from the broader context of the students themselves and their Australian lecturers. This study explored how CIS and their Australian lecturers perceived CIS' learning approaches in Australian higher education. Interviews were conducted with 10 CIS and 10 Australian academics from two Australian universities. The findings demonstrated that CIS' learning approaches were a co-constructed process for both CIS and their lecturers to jointly perceive the context, and actively co-construct learning and teaching through mutual negotiation and adaptation. Drawing upon Biggs' 3P model, a "Co-constructed Model of Learning and Teaching" (CMLT) was developed to assist CIS and their lecturers to maximize their international education experience. This study has captured voices of CIS and their lecturers, enabling a greater understanding of their learning and teaching in Australian universities to emerge. A significant contribution of this study is to build the CMLT framework to facilitate international students and their lecturers to gain the most from their international education, and thus be embedded into the internationalized teaching and learning literature, particularly regarding Chinese students in Western universities.