Relationship between self-directed learning and the level of learning strategies of basic Chinese learners in college students is investigated through empirical methods, which enables more effective learning Chinese by examining learner variables. Some notable results about the relationship of self-initiative and learning strategies are as follows. First, self-initiative and learning strategy level of basic chinese learners in college freshmen pool rated middle level based on the grade level proposed by Guglielmino(1977) and Oxford & Burry-Stock(1995) and did not show statistically significant gender difference. Second, the learners with/without high self-initiative showed differences in the utilization of learning strategies. Metacognitive strategies, memory strategies, cognitive strategies and compensation strategies of the sub-area learning strategies showed differences. Third, inter correlation analysis of self-directed learning and sub-area of learning strategies showed static correlation in all areas. Especially. the highest correlation was found in metacognitive strategy. According to the results of the multiple regression analysis, metacognitive strategies in sub-area of the learning strategies predicted 29.7% (according to the modified coefficient of determination 28.2%) of self-directed learning and showed impact. Statistical significance could not be founding other sub-areas. There is a need for professor to train higher level cognitive strategies of basic Chinese learners when learning Chinese as a way to increase self-initiative.