Today, “digitalization” and “country-specific” material design are two of the main trends in the development of teaching Chinese as a foreign language (CFL) materials. However, up till now, these two perspectives have been like two parallel lines, rarely considered in conjunction when developing CFL teaching materials. Furthermore, CFL materials are rarely developed based on intercultural, cross linguistic or social studies, or through international cooperation. Therefore, in this research, we use the Action Research Method to study digitalized country-specific CFL materials. For language-specific adaption, we took Spanish, the second largest native language in the world, as our teaching language. We explored every stage of material development, which was mainly divided into three phases. Firstly, we collected 191 surveys from Chinese adult learners about their Chinese learning experiences and opinions. To learn from the experiences of others, we also analyzed 15 hardcopies and digitalized foreign language materials. Secondly, we developed a digitalized country-specific Chinese teaching material prototype (website: http://chinoplus.liveabc.com). Lastly, in the pilot study, we applied two main research methods: The focus group method (25 participants); and a semi-open survey with both 15 teachers and 37 students, who participated in the pilot teaching with our prototype material. The result showed that both teachers and students reacted positively to this kind of material design, and find it useful for their teaching and learning. The results of this study, some of which were different from our expectations, can be categorized to four types: (1) material content, (2) user, (3) country-specific design, (4) digitalization. This study also presents some breakthroughs in the application of new theories of teaching and material digitalization, which can hopefully offer new perspectives for other studies.