I conducted a user‑centered needs analysis while designing a learner‑focused LMS for Vietnamese heritage students in Finland. By observing real classroom challenges, interviewing students, and analyzing qualitative data with MaxQDA, I uncovered how these learners define “good enough” Vietnamese proficiency and what skills they truly need for meaningful communication. I then compared these insights with Vietnam’s official overseas Vietnamese language curriculum (Circular 28/2018/TT‑BGDĐT) to inform concrete LMS design decisions that support both teacher‑led learning and self‑directed practice at home.