With the aim of improving a Chinese language program by incorporating defensible curricula, this study surveyed 213 stakeholders to arrive at a panoramic profile of the program’s needs. A mixed-methods research design with multiple types of data triangulation was employed to achieve a balanced quantitative and qualitative exploration of these needs. To redress a lack of comprehensive studies of Chinese learning needs in higher education, this study investigated: (a) program components that were perceived differently by students and teachers; (b) whether, how, and why lower-level learners diverged from upper-level ones with regard to communicative skills and instructional-approach preferences; and (c) any possible insights for program improvement from both micro- and macro- perspectives. In addition to discussing this study’s reliability and validity, the researchers offer recommendations for potential program restructuring and for Chinese language instruction more generally. The paper concludes with implications for future studies, and how its findings might be utilized for program sustainability and improvement.