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Language learning strategies have drawnresearchers’ substantial attention since Rubin’s (1975)andStern’s(1975)studies on “good language learners”. Never-theless, research pertaining to speaking strategies is inade-quate, especially in relation to learning Chinese assecond/foreign language (CSL/CFL). This study, therefore,seeks to address this research gap with an initial attempt ofdeveloping an inventory for measuring CSL/CFL students’strategies in learning how to speak in L2 Chinese: TheSpeaking Strategy Inventory for Learners of Chinese(SSILC) as a second/foreign language. Given that this is thevery first inventory of its kind, the purpose of our study is tovalidate it so that more teachers of CSL/CFL could beprovided with a tool for assessing their L2 Chinese learners’use and development of speaking strategies. L2 Chinese learners will also be able to use it for monitoring their own progress. Two independent samples of 260 and 135 uni-versity L2 Chinese students responded to the SSILC. Thedata were then subjected to exploratory factor analyses(EFAs) and confirmatory factor analyses (CFAs), respec-tively. Results from both EFAs and CFAs provided supportfor a three-factor speaking strategy inventory with good psychometric properties. The three clusters of speaking strategies are Expression Practice Strategies,Native-like and Involvement Strategies and Assistance Strategies. The cor-relations between the three clusters of speaking strategies and self-perceived speaking proficiency partially supported the predictive validity of the SSILC. Future research and pedagogical implications for classroom teachers are discussed.