This study investigated learning strategies for Chinese character handwriting (CCW) among students of Chinese as a second language (CSL) in Hong Kong international schools. It first developed an inventory for identifying CCW strategies. The data obtained from the international school students showed that the most frequently used learning strategies as those related to the meaning, structure and shape of Chinese characters; the least frequently used strategies were found to be games, calligraphy, and metacognitive strategies. Then, a factor analysis revealed that two dimensions exist for CCW strategies: knowledge-based and indirect, indicating that both linguistic features of Chinese characters and the cognitive process of handwriting influence students’ employment of CCW strategies. Accordingly, suggestions for teaching approaches and improvement were provided. Copyright © 2024 The Education University of Hong Kong. All Rights Reserved.