This study investigated the effectiveness of the integrative perceptual approach (IPA) to enhancing Hong Kong kindergarten children’s Chinese character learning. The study applied the IPA to an experimental group of 29 lower form (K2) children. A group of 30 upper form children taught via traditional methods the year before, served as the control group. Quantitative data consisted of pre‐ and post‐test scores, analysed using dependent and independent t‐testing. It was found that the pupils in the experimental group had significantly improved their ability between pre‐ and post‐testing in three aspects of Chinese character mastery: shape, sound and meaning recognition. The progress made was significantly superior to that made by control group counterparts. Qualitative data gathered through teacher and parent interviews indicated that the pupils in the experimental group displayed increased awareness of the composition of several components and structures of Chinese characters.