Chinese has become a prime foreign language in the educational policies of many nations, including Thailand. However, strategies for Thai students to successfully improve their Chinese, especially speaking skills, remain understudied. To minimize the knowledge gap, this quantitative study investigated Thai students' speaking strategies when studying Chinese, which provided successful outcomes. Data were collected from questionnaires administered with 114 students in four universities across Thailand. Results revealed that the most frequently employed from the six strategies were Compensation (direct, [x-bar]=3.94) and Social (indirect, [x-bar]=3.81). The remaining strategies were ranked in order as Memory ([x-bar]=3.78), Metacognitive ([x-bar]=3.72), Cognitive ([x-bar]=3.71), and Affective ([x-bar]=3.54), respectively. The results indicated that all strategies played crucial roles in learning to speak Chinese. The knowledge obtained in this study was projected to benefit educational stakeholders in Chinese language teaching (CLT), including teachers, learners, policymakers, and curriculum designers, when planning or designing teaching and learning activities for Chinese speaking in Thai contexts.