Australian students exhibit consistent challenges in learning Chinese characters, which inherently affect their Chinese literacy development in the long run. This article outlines a pedagogic intervention, which focuses on improving character recognition and vocabulary growth for students learning Chinese as a second language (L2). With a multiple baseline design (MBL), three grade 10 Chinese classes (n = 36) received a short-term differentiated intervention in the classroom setting. The students who were at lower tiers (n = 3) at the baseline were selected to examine the effectiveness of the intervention. The visual analysis of their data revealed a functional relation between the intervention and an increase in the participants' scores of morphological awareness on three tasks. The findings provide a beginning to the evidence base, necessary to design Chinese literacy interventions for non-Chinese background learners in the Australian context.