The purpose of this study is to investigate school principals’ opinions toward the effectiveness of the teacher education deregulation. Data is collected in terms of three components:1) teacher supply, 2) teacher quality, and 3) educational partnership. It is hoped that the research result can be contributive to the policy revision for the future enactment. The conclusions of the research were summarized as follows： 1.On the whole, school principals don’t feel satisfied with the effectiveness of teacher education deregulation. 2.School principals are only satisfied with the effectiveness of teacher supply. 3.School principals are most dissatisfied with the effectiveness of teacher quality, especially in the aspect of teacher’s professional spirit and attitude. 4.School principals are dissatisfied with the effectiveness of educational partnership, especially in the aspect of the provision of equipment and resource by teacher education institutions. Based on the conclusions, the following suggestions were made for teacher education policies, teacher education institutions, schools and further research： 1.For the teacher education policy revision, 1) enhance the accreditation standard of teacher education institution, 2) strengthen the system of teacher recruitment, 3) improve teacher certification mechanism, 4) encourage schools to participate in teacher education, 5) improve the policy of government financial support for certain qualified teacher candidates, 6) eliminate the culture difference among different ethnic groups of students, 7) raise benefits and compensation of special education teachers, and 8) strengthen the system of teachers evaluation. 2.For the teacher education institutions, 1) encourage students to take more courses, 2) strengthen hidden curriculum, 3) collaborate with elementary and secondary schools, 4) integrate university related resources, and 5) develop the unique characteristics of teacher education institution. 3.For the secondary and elementary schools, 1) strengthen communication system between teacher education institutions and secondary/elementary schools, and 2) construct organic relationship with teacher education institutions. 4.For the further research, 1) investigate the factors related to the results of the study, and 2) include more stakeholders, such as pre-service teachers, in-service teachers, students and their parents as research subjects.