The purpose of this study is to explore the current conceptual cognition of elementary school teachers toward Educational Priority Areas as well as to analyze the impact of cognition on the program executive effectiveness. So that the result of the study would proffer referential information for educational authorities , elementary school principals and teachers and hence helps to promote efficiency and effectiveness. The methodology of this study is as follows :firstly , based on theoretical literature and empirical research on related subjects, an assessment tool is developed : Questionnaire-¡§The executive effectiveness between the elementary school of the Educational Priority Areas in Kaohsiung city and Pingtung county¡¨ and content validity is constructed by professionals. Pilot test is conducted at Stage 2 to construct the reliability and validity of questionnaire via statistical measurements such as item analysis and factor analysis. In the questionnaire, regarding the Item ¡§Conceptual Cognition¡¨, the overall Cronbach £\ value obtained is .9128, the total explained variances are 48.42%¡Fregarding the Item ¡§Program Executive Effectiveness¡¨, the overall Cronbach £\ value is .9673, the total explained variances are 67.27%. Then, formal test is proceeded on education staff members at Stage 3.Among a total of 453 copies of questionnaire issued, 387 copies are collected, the usability is 85.43%. Descriptive statistics , variances analysis, product-moment correlation, regression analysis, independent sample two-ways analysis of variance are applied for statistics and analysis of assumptions proposed in this study. I draw the following conclusions based on the results of statistical analysis: 1. The result of overall sampling indicates a positive recognition on the relationship between the conceptual cognition of elementary school teachers and executive effectiveness of Educational Priority Areas. 2. Senior educators have a more positive viewpoint towards the ¡§Conceptual cognition¡¨ and ¡§Executive effectiveness¡¨ of the Educational Priority Areas. 3. Educators, who hold different positions, have similar ¡§Conceptual cognition¡¨ on the Educational Priority Areas, but teachers with administrative positions have better performance on the ¡§Executive effectiveness¡¨. 4. Educators between Kaohsiung city and Pindung county, who have similar ¡§Conceptual cognition¡¨ of Educational Priority Areas, but those in Kaohsiung city have better ¡§Executive effectiveness¡¨. 5. Educators, who have higher ¡§Conceptual cognition¡¨ on Educational Priority Areas, achieve the higher ¡§Executive effectiveness¡¨. 6. There are close relationships between the ¡§Conceptual cognition¡¨ of Educational Priority Areas and ¡§Executive effectiveness¡¨. 7. The ¡§Executive effectiveness¡¨ can be effectively predicted through the ¡§Conceptual cognition¡¨ of Educational Priority Areas. Among the predications, ¡§Equity of educational opportunity¡¨ is most predicable. 8. The executive effectiveness will be different due to location, seniority, degree of teachers. Based on the above conclusions, I would propose concrete suggestions for educators as the referential foundations to promote the executive effectiveness in Educational Priority Areas.