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A handful of second/foreign language (L2) studies have examined the effects of practice schedules and reported the advantage of interleaved practice (i.e., practice multiple skills simultaneously) over blocked practice (i.e., practice one skill first and then proceed to the next one). However, no studies in the realm of L2 pragmatics have explored this theme. This study investigated the influence of interleaved corpus-based practice and blocked corpus-based practice on L2 pragmatic development. Sixty-three L2 learners of English from a university in China received instruction on two pragmatic features: suggestions and requests. After the instruction, they were randomly assigned to an interleaved-practice group (n = 31) or a blocked-practice group (n = 32). Results from multimedia discourse completion tasks on the immediate and delayed posttests showed facilitative and long-term effects of interleaved practice on pragmatic accuracy. Moreover, the results revealed positive and durable influence of blocked practice on fluency. Implications are discussed.