The purpose of this paper is to investigate the origins and features of Chinese radicals and further propose their teaching strategies. Section One discusses the origins and developments of Chinese radicals. Section Two illustrates the shortcomings and the 214 radical classification, beginning from Ming Dynasty, and their pedagogical limitations. Section Three elaborates on the significance of character identification and writing. Section Four expounds learning methods of Chinese radicals, including classification of radicals, explanation of etymology, attributes of radicals, and E-teaching. It is hoped that from the discussion of this paper, Chinese learners (both Chinese as the first language and Chinese as the second language) can understand the significant role that character identification and writing play in radical learning, thereby reinforcing learning and further facilitating learning effect.