This study investigates developmental trends in acquiring knowledge of radicals, radical perception skills, and skills in applying knowledge of radicals among nonnative learners of Chinese across learning levels. It also examines the relationship between the acquisition of radical knowledge and the development of radical perception and radical knowledge application skills, as well as how the development of radical knowledge application skills is associated with Chinese word acquisition. The results of this study suggest that radical knowledge, radical perception skills, and radical knowledge application skills do not develop synchronously across learning levels, but rather that each of them shows a unique developmental trend. A linear trend exists between the development of radical knowledge and the application of this knowledge; a moderate positive association is observed between the development of radical knowledge application skills and Chinese word acquisition. The pedagogical implications of these findings are suggested.