The purpose of this paper focusing on Teacher Education Law in Taiwan is to explore the policy meanings and policy changes of the law from 1979 to 2002 by the method of policy textual analysis. To begin with, this paper explains the significance of textual analysis and illustrates the method of this policy research approach. Afterward, the author applies the method of textual analysis to the texts of teacher education policy. The results of this exploration point out that there were two important amendments to the Teacher Education Law during this period. First one established in 1994 appeared the policy properties: decentralization, flexibility, and restriction. In the second place, the Teacher Education Law emerged the distinguishing features: centralization, choice, clear and signification in 2002.