In this preliminary study, we investigate distance Chinese language learners’ social strategies in three learning contexts: self-directed learning outside synchronous online classes, assessment task completion online, and synchronous online class participation. In doing so, we hope to advance our understanding of what is involved in social strategies use and why language learners use these strategies in online learning. A total of 63 students studying at an Australian university in online Chinese courses participated in this study. We examine how these participants’ use of social strategies was influenced by the learning contexts, technologies, and interactions using data sources of online survey questionnaire responses, online interviews, and observation of online classes. This research contributes to language learning strategy research in many ways. It has provided: (1) detailed information about what social strategies were created and used in online Chinese learning; (2) insights into how individual students adopted these strategies and technological tools to solve learning problems in various learning contexts; (3) an exploration of factors influencing the participants’ social strategy use; and (4) recommendations regarding social strategy adoption, use, and training in online language learning.