Since the advent of the Multiple Intelligence Theory by Dr. Howard Gardner, lifelong in-service education for teachers as an educational veform trend is recogntzed by most teachers. Hence the study of related issues is advocated and enhanced to achieve the goal of building a society of lifelong learning. The purpose of this study, by using the procedure of structured conceptualization and survey research, is to analyze and scale viewpoints about the above issues of representative samples, and to formulate latent dimensions of such concept clusters. By constructing a questionnaire according to these concept clusters, item analyses and the theoretical basis of lifelong in-service education for teachers are constructed and developed. Implications and usage of such a basis are suggested too. Finally, implications of these findings are explained and suggestions for improving law-making, recruiting teachers, performance evaluation, and future research are also proposed.