On the micro-level, to teach a foreign language is to develop a good command of linguistic knowledge and the ability to apply linguistic skills, while on the meso-level, its purpose is to improve the ability of communication. The best way to get over the communicative barriers and cultural conflicts between various cultures is to conduct cultural comparisons, which is helpful for students to gain a clearer understanding of foreign cultures and to expand their cross-cultural consciousness. For the study of culture, Redfield proposes the terms “great tradition” and “little tradition” and suggests that a peasant society consists of both of these two traditions and the established memes (cultural genes) of great tradition have far-reaching influence on the little tradition. As for the teaching contents of Chinese culture, there exist the great tradition and little tradition as well.Further, the language acquisition can help students acquire culture and the culture acquisition can advance their language learning in return. The accumulation of cultural knowledge, similarly, will also contribute to better understanding and application of language. This study focuses on the Chinese cultural recognition and language learning strategies of CFL (Chinese as a Foreign Language) students. The subjects are students of the department of Chinese at one Indonesian university and it is carried out mainly by survey research and other related tools. A questionnaire on “Chinese cultural recognition” is firstly designed, which contains aspects such as the cognitive means of Chinese culture, the contents of Chinese culture, and the teaching methods of Chinese culture. With the major help from concepts of great tradition and little tradition, the status of CFL students’ Chinese cultural recognition is analyzed and then the questionnaire and their language learning strategies are compared. Based on the characteristics of these CFL students’ Chinese cultural recognition and language learning strategies, a suitable strategy about cultural teaching is thereby presented.