2009年臺灣是全球少子女化最嚴重的國家，家長對子女的期望提升，這些獨生子女的家長對英語安親班的選擇之決策行為情況，為值得探究的議題。本研究旨在探討，在教育市場化的趨勢下，影響國小學生家長選擇子女英語安親班之決策行為之因素。 本研究採質化研究之半結構訪談，立意抽樣12位受訪家長。 研究結果發現： 一、受訪者子女每週上英語次數、時數及每月英語教育費用支出有極大的差異性；對英語安親班選擇各有偏好。 二、家長對孩子期望及早、主動與持續補英語，以期具備良好英文能力。 三、家長認同英文很重要，有利升學、深造，具國際觀，並可增強職場競爭力。四、絕大多數家長本身有能力教而不教，是希望給與子女最適當的學習安排。 五、美語安親班所學遠遠超過在校所學；家長藉由親友及家長之口耳相傳，作為取得英語安親班之訊息最重要來源。 六、決策偏好評估因素為：師資穩定性高及教學經驗豐富；母語是英文之外師教導子女發音純正之道地英文；按照個人程度能力分班；教材使用美國教科書；地點方便性、時間適切性；解決個別家長安親問題；費用合理；在安全及說英語的小班制環境下自然學習。  根據研究發現，本研究做出以下建議： 一、家長須認清英語為外語，子女學習英語完全仰賴英語安親班是件困難的事，家長需幫助子女養成在日常生活中多聽、多看、多說英語。 二、隨著孩子年紀增長，學習會愈來愈加重與吃力，如何在學習樂趣與作業、測驗、時間排擠間取得一個平衡，讓孩子持續對英語的學習動機及熱情不減，需妥思對策。 三、孩子學習英語之路需要被鼓勵與讚美進而展現自信心，家長唯有與子女共同學習，找出適合的學習策略才是一條可行之路。 四、以全美語教學是英語老師必備之能力，學校英語老師應秀出自己的專業能力使家長明白學校和英語安親班英文老師的教學專業不分軒輊。 五、學校與家長共商最適孩子之英語學習資源，爭取外師到校介紹文化等相關議題，讓學生熟習校園有聽、說英語的環境。 六、英語安親班業者需在每一個家長間建立好口碑，使已就讀英語安親班之家長願意提供好的資訊給有需要的家長。 七、英語安親班業者需花心力於把關教師素質，給外師一個安心的教學環境，使用內容廣泛之美國教材；並注意家長接送子女需求；環境安全及學習英語的氛圍 。 / In 2009, Taiwan was ranked the worst place in the world for its low natality. With rising expectation from parents on their only kids, we consider it a worthy topic to study how these parents decide Bilingual Childcare for their only children. This study mainly explores the key factors that influence parents in choosing Bilingual Childcare for their elementary school kids, under the commercialized trend of education. This study uses half-structuralized interview in a qualitative approach and specifically samples 12 parents as interviewees. The research discloses the following results: 1.There are big differences among their English weekly learning times, learning hours and monthly expenditures to Bilingual Childcare in the interviewees’ children. They have personal preferences for Bilingual Childcare. 2.Parents expect to equip kids with English proficiency by studying English as early as possible, taking initiative in learning English and keeping learning English. 3.Parents consider English crucial; good English ability benefits exams, further (graduate) studies, world view and competence in job market. 4.A good majority of parents can teach kids English, but they would rather arrange the best learning institute for kids. 5.What kids learn at Bilingual Childcare is way over what they get at school; parents regard friend or relative’s introduction and recommendation as an index in choosing Bilingual Childcare. 6.Preference in decision making: teacher’s stability and rich experiences, native speaker’s pronunciation, dividing class by individual’s level, using American textbooks, convenient transportation, suitable time, meeting individual parental needs, fair tuition, and a safe and spontaneous learning in a English speaking small class.   Researcher’s suggestion: 1.Parents should regard English as a foreign language. It’s hard to count all English learning on the Bilingual Childcare. Parents need to make it a rule for kids to listen to, read and speak English in their daily living. 2.Along with their growth and increasing pressure from learning, children need to learn how to strike a time balance among fun, assignments and tests so that their passion for English still remains. 3.In learning English, children needs encouragement and praises to nourish their self-confidence. Parents need to work out a proper learning strategy with their kids. 4.Whole language approach is a necessity for English teachers. Elementary school teachers need to show their profession and convince parents that school is nothing inferior to Bilingual Childcare. 5.School and parents should work together to give kids proper English learning resources, invite native speakers to give cultural guidance and let kids listen to and speak English at school. 6.Bilingual Childcare owner need to have good reports among parents so that they can pass a positive image of Bilingual Childcare to other parents. 7.Bilingual Childcare owners need to control the best quality of teaching, giving native speaking teachers a peaceful environment, generously employing American textbooks, meeting parental needs in transporting kids and making sure of safety and good learning.