Since the year of 2000, some of the country and city governments had already established regulations or sent out official documents to encourage the schools under them to implement ¡§Primary School After-School-Care Service¡¨. 2003, it is officially classified into Children and Youth Welfare Act as a part of the law, and established ¡§After-School-Care services for Primary schools and staff qualification standards¡¨ to propose to the whole country. Its goal is to encourage women to give birth and to enable the parents to work without burdens, especially for those families who are receiving double-income, so that their children can grow up healthy. Also, schools which are located in the mountains, remote areas, or islanders, aborigines have the privilege to establish first, and the care service have to match the work hours of the parents. This research is taking Zuo-Zheng, Tainan as sample, and is researching on the conditions of remote primary schools¡¦ After-School-Care Service. We interviewed the principals of the primary schools, the head of administrative organizations and unofficial groups, and also did survey on the parents. We used descriptive statistics to analyze, and make discusses on if it is correspondent with the needs and goals, if gaps are found during the execution of the policy, and related advices are made for references. The conclusion of the founding are listed below: 1. After-School-Cares at remote areas cannot meet the needs. 2. After-School-Cares at remote areas are facing difficulties. 3. After-School-Cares at remote areas did not practice well. 4. The idea of After-School-Care is lack of cognition. 5. The policy of After-School-Care is complex and lack of continuity. At last according to the founding, we came up with advices for government organization of education: 1. Establish supplementary measures according to different regions. 2. Enhance the propaganda of the policy to enable the establishment of common views.