This study examined the relationships between a variety of affective factors, learning strategies and students?achievements in Chinese as a second language. Affective variables included tested motivation, character, anxiety and attitude both toward Chinese native speaker and toward the learning setting. Although tested anxiety and attitude showed strong correlation with learning strategies and achievements, motivati6n and character also correlate with other affective factors in ways ,and different learning strategies correlated with different aspects of achievements that show how rich and complex the affective factors?and learning strategies?role in second language learning is. Results may contribute to increasingly sophisticated students counseling and to efforts to enhance student autonomy tailoring treatments to student characteristics.