This study investigates motivation that influences heritage and non-heritage students' learning of Chinese, and its relationship with Chinese language learning strategies (LLS). The study uses Deci and Ryan's typology--"Intrinsic Motivation" and "Extrinsic Motivation", for the investigation, examining issues such as: (1) What are Chinese students' motivations in studying Chinese?; (2) What are Chinese students' perceptions of learning strategies in studying Chinese?; and (3) What is the relationship between students' motivation and their perceptions of LLS use? The study addresses questions of both theoretical and pedagogical significance, and makes specific proposals regarding pedagogies and teaching Chinese as a Second/Foreign Language. The following are appended: (1) Background Questionnaire; (2) How do I Learn Mandarin Chinese?; (3) Factor Analysis--SILL for the Heritage Students Group; and (4) Factor Analysis--SILL for the Non-Heritage Chinese Students Group. (Contains 9 tables.)