Chinese is regarded as a pro-drop language in typological linguistics. Under general conditions, a subject or an object of a sentence can be dropped when the context is or object of the sentence can be dropped instead of being replaced with a pronoun. Thus, in a discourse of a Chinese text (both written and spoken), expressing eachpronoun of the same reference would be redundant, and an addressee has to look for the reference of each zero pronoun according to the context of the text or background knowledge. Acquiring zero pronouns is always a challenge for both intermediate and advanced levels of learners of Chinese: however, zero pronouns are not dealt with effectively in the current textbooks. In order to further explore the issue, this study has examined 30 hours of video tape of Chinese instruction for both the intermediate and advanced levels of learners of Chinese。It aims to understand how the errors of zero pronouns are produced in a classroom situation as well as how the teachers in these video tapes handle the error corrections. In addition, we have examines three highly used beginning Chinese textbooks from Taiwan, Mainland China and the United States respectively in order to identify how various authors of the textbooks treat zero pronouns pedagogically. The study also gives Chinese native speakers a test on their understanding of the use of Chinese zero pronouns. Finally, some pedagogical suggestions are offered about more effective instruction of zero pronouns for the intermediate and advanced levels of Chinese.