本研究旨在探討兒童美語補教業消費者決策行為。由於過去相關文獻以量化 調查為主，缺少質化觀點；又因強調首次購買，忽略了時間脈絡及決策環境的影響；另外假定消費決策者為家長，也使得消費使用者-兒童的決策影響力未見著墨；因此本研究試圖以質性方法，探索兒美補教消費本質，並加入時間脈絡及親子互動觀察，試圖建構更完整之消費決策樣貌。 研究設計方面，先就過去文獻之研究發現進行整理，提出值得進一步探索之 問題，而後擬定訪談大綱，分別針對家長及兒童進行訪談，其中家長訪談為求深入以補充過去文獻不足，以一對一方式進行；兒童訪談部分，由於沒有文獻曾經探討兒童在補教消費的觀點，因此以焦點團體方式蒐集多元意見，進行探索研究。 本研究結果可歸納為七大點：(一)兒美補教首次消費接近特殊品之消費性 質，家長涉入深（二）家長對於兒美補教首次消費知覺風險高，決策勝任感不足（三）兒美補教消費為具嘗試性重購（Trial Repeat Purchase）之序貫決策（Sequential Decision）（四）反向代間影響於嘗試性重購時期漸增（五）同儕影響在兒美補教業存在且顯著，以社會支持、社會認同與社會遵從等三種方式影響（六）孩子與家長在選擇補習班決策準則與購買後滿意度準則均不同（七）兒美補習決策存在影響甚大的『詢問脈絡口碑』(Seeker-Initiated WOM)。 / This study intends to inquire consumer’s decision making process of children’s English learning program in a qualitative way. While there are many quantitative studies about this process, few are conducted qualitatively. revious studies are all focused only on the first purchase, neglecting their subsequent repeat purchase processes; and parents are assumed to be the decision makers, ignoring the role of the children in the process. This study thus purports to explore and provide a clearer depiction of the parent-child interaction in the repeat purchase context. After reviewing 27 prior studies, this researcher suggested research questions in this study. Data were collected through several interviews with parents and children respectively. Parent interviews were conducted through one-on-one basis, while children interviews through focus groups. Interviews were taped, transcribed, and analyzed qualitatively. The results of this study can be concluded into seven parts as follows. First of all, the essence of the first purchase decision in children’s English learning program is close to the essence of the purchase decision of special goods, and the consumers’ (parents) involvement is deep. Second, the risk conception of the first purchase is high and consumers are lack of confidence in first purchase in the decision making. Third, the process is a sequential decision with trial repeat purchase process. Fourth, the influence of reverse intergeneration is increasing in the process of trial repeat purchase process. Fifth, the peer-influence exists remarkably in three ways : social support, social identification and social conformity. Sixth, both decision and satisfying criteria are distinct from parents and children. Finally, the seeker-initiated WOM is a tremendous factor in the decision of children’s English learning program.