This survey study, which involved 108 language learners enrolled in first-year Chinese as a foreign language classrooms in the United States, intended to address the research questions, "What types of Chinese-character learning strategies do US learners use?" and "Do US learners' Chinese-character learning strategy use differ based on the following learner differences: (1) Gender, (2) Home background, and (3) Previous foreign language learning experiences?" Factor analysis and MANOVA tests were run using the participants' responses in the Character Learning Strategy Inventory and the background surveys. The results of factor analysis illustrated that the participants used six types of strategies: practicing naturalistically, associating, paying attention to the characters, using mechanical techniques, grouping, and paying attention to the pronunciation. The MANOVA test results found significant interactive effect between gender and home background on strategies of using mechanical techniques. Another interactive effect was found among gender, home background, and previous foreign language learning experiences on strategies of paying attention to the characters. (Contains 5 tables.)