Sequential analysis tests the statistical significance of the sequential relationship between acts. This method of analysis has been widely used in pedagogical scholarship; however, it has not yet been applied to the study of language teaching. This study uses sequential analysis to examine the different instructional methods among nine instructors of Chinese as a Second Language (CSL). The analysis uses “The Coding Chart for Observing the Methodologies Used in CSL Classrooms” to determine what instructional methods are used to teach different areas such as vocabulary and grammar. The sequential analysis reveals differences in the instructional behaviors of instructors according to their levels of seniority. Results of this study show the benefit of applying sequential analysis to the study of language teaching.