The purpose of this study was to explore the guidance effects on courses in Zen for high school and elementary school students' personal growth. Human relation development and experiencing of life and also to inquire their openions about Zen or sitting still with a peaceful mind activities coordinating with schools' discipline and guidance service. The subjects were members of "Zen Challenge Summer Camp" which was held by "Ru-Lai Zen Temple" A pre-experimental design - one group posttest was used and systematic Zen practices were arranged. Samples included 135 males and 103 females whose grades were above junior high school and 335 males and 122 females who were fourth to sixth elementary school graders. The main findings of this study were as follows: 1. Both graders above junior high school and graders in elementary school thought that intensive courses in Zen were helpful to their personal growth, human relation development and experiencing of life. 2. Because of individual variables, responses toward guidance effects on intensive courses in Zen were different partially. Female students got more help from Zen practices. As for graders above junior high school students who were older or higher graders got more help in personal growth. 3. Both graders above junior high school and graders in elementary school considered that they have learned a lot, but their willingness to participate in Zen practices again or continue to learn Zen after going home were low. 4. Half of the subjects thought that intensive courses in Zen could be one of the education programs in school and the best way people agreed was "founding a Zen association and making students join it according to their interest." 5. Most people indicated that they would like to participate in Zen learning activities to substitute punishment. According to main conclusions above, suggestions were discussed asfollows: 1. To sponsoring unit: (1) Considering space and resources and controling enrolled members each sessions. (2) Fitting students' grade and age with different time and contents of activities. (3) Strengthening support and medical services offered by sponsoring and assisting unit. 2. To educational administration and schools: (1) Offering sufficient information to teachers, students and parents and introducing correct ideas and basic ways of learning Zen extensively. (2) Cooperating with famous Zen Sect Temple and extending teachers' and students' intensive Zen learning activities during winter and summer vacation. (3) When helding administors' and teachers' in-service training, including basic Zen learning activities in institute. (4) Choosing some important schools to do experimental researches on every kind of Zen learning plans. (5) Assigning central schools in different areas to hold short-term Zen learning activities and making it convient for teachers in high school and elementary school to join. (6) Encouring and supervising each school to hold teachers' and students' short-term Zen learning activities according to their manpower and material resources. (7) Offering budgets and commissioning related departments in normal universities or education study unit to explore the necessity and posibility of including basic Zen learning in teachers' educational programs.