This article focuses on the investigation of Cheng-Zhu school’s research on the Great Learning during the Southern Song Dynasty. Research made by Zhu Zi (1130-1200) on the "Great Learning" was originated from the Cheng's Brothers, and his commentaries on the Great Learning were elucidated from the perspective of neo-Confucianism. He has gone through the process of “gathering thoughts of all the schools" to "eliminating and selecting thoughts of the schools," with an intention to construct the neo-Confucianism system, pass down the Confucian orthodoxy, and illuminate the spirit of the sage. Huang Gan (1152-1221), a distinguished disciple of Zhu Zi, passed down to He Ji (1188-1268), Wang Bo (1197-1274), and Jin Lu-Xiang (1232-1303) of the Bei-shan Zhu School linage. Focusing on Zhu Zi's theory, the Great Leaning-related works of theirs showed the common purpose of abiding by the teacher and giving full play to Zhu Zi’s intentions. There were some scholars, such as Wang Bo, of course, who dared to question or criticize Zhu Zi; nevertheless, their purpose were mostly to supplement Zhu's theory with the desire to clarify Zhu Zi's thoughts. Zhen De-Xiu (1178-1235), an indirect disciple of Zhu Zi, deduced the Great Learning by merging the history and classics, and mixed with other masters' discussions. He attached greater value on the role of the Abundant Meanings of the Great Learning playing in the world, which was rich in politics hue. Li Li-Wu (1243-1310), Cheng's disciple of the Jian-Shan School, chose to avoid the perspective of Zhu Zi school, set up the value of the ancient text of the Great Learning, and attributed its value to Gen Trigram of the Book of Changes to construct a new approach to the interpretation of the Great Learning which not only elucidate the important connotation of the Jian-shan School, but also makes the transmission system of the study of the Great Learning in the Southern Song Dynasty, presenting an important branch and opened a new aspect of research on the Great Learning. In summary, the disciples of the Cheng-Zhu School during the Southern Song Dynasty continued to construct the classic neo-Confucianism spectrum of the Great Learning. They pursued in the study the work of abiding by the respect, and investigating the phenomena, self-cultivation, personal practice, writing, lectures, and continual preaching of the Way; therefore, they not only continued the school linage, but also contributed to the prosperity and development of Cheng-Zhu School in the Yuan Dynasty.