In order to implement Hakka restoration and extend the efficacy of rooting of Hakka language from pre-school, elementary schools Grades 1, 2, 3, and 4 to Grades 5 and 6 to construct a K-6 restoration context and materials in response to the curriculum and teaching times of elementary school Grades 5 & 6, this research modifies the immersion teaching of Hakka executed in pre-schools and Grades 1, 2, 3, and 4 of into an instruction based on learning fields. This study plans two phases (semesters) of teaching plan writing and instructional practice. First, the research constructs the program of bilingual instruction of Hakka and Chinese upon five learning fields, "Chinese", "mathematics", "society", "nature and life technology", and "general activities", of elementary school Grades 5 & 6 and conducts instruction according to the teaching program. After the implementation, this study reorganizes the results of reflection, observation, discussion, interview, and questionnaire survey, analyzes the program design and teaching practice of bilingual instruction of Hakka and Chinese, explores the effect on students' Hakka learning, and uses and proposes a conclusion and suggestion to implement bilingual instruction of Hakka and Chinese for elementary school Grades 5 & 6.