With the increasing application of positive education in the global context, various positive psychology instruments such as the Satisfaction with Life Scale (SWLS; Diener et al., 1985), Subjective Happiness Scale (SHS, Lyubomirsky & Lepper, 1999), and the PERMA-Profiler (Butler & Kern, 2016) have been translated and adapted for use in various linguistic and cultural settings. While there are general methodological guidelines for translating, adapting and validating instruments in cross-cultural settings, great variation is reflected in empirical practices (Maneesriwongul & Dixon, 2004; Sousa & Rojjanasrirat, 2011). For positive psychology constructs, cross-cultural validity and invariance has not been sufficiently examined (Bieda, et al., 2017). In this systematic review, we identified published empirical studies using positive psychology instruments in Chinese- and Spanish-speaking educational contexts within the last ten years (2008-2018). Based on the systematic synthesis of the studies within and across linguistic contexts, we highlighted the translation, adaptation, and validation procedures and results across Chinese- and Spanish-speaking educational settings. Recommendations for researchers using positive education instruments in diverse linguistic and cultural contexts were provided.