This paper reports the results of 3 years of Chinese language instruction experience at the Rochester Chinese Institute. The author designed, implemented, and evaluated a comprehensive instructional curriculum in Chinese language for students aged 11-17 years. Students were first generation American Chinese children of Chinese interracial marriages, and students of American or other ethnic/racial origin. The problems faced by each specific group of students in terms of native language competence and acquisition of Chinese are outlined. A major finding of the course was the constant challenge of both problems with and techniques for student motivation. In particular, the interplay between semi-native speakers and non-Chinese learners is detailed. Brief outlines of selected lesson plans with English translations are given with Chinese-character writing samples. (NAV)