This study focused on the following topics. The first one was analyze to the Aesthetic teaching difference among teachers' Aesthetic experience and Aesthetic activities. The second was to explore the canonical relationship of teachers' Aesthetic experience and Aesthetic activities and Aesthetic teaching. The subjects were 386 elementary school teachers in Taipei city. The instruments included "The Aesthetic Experience Inventory". "The Aesthetic Activities Inventory", and "The Questionnaire of Teachers' Aesthetic Teaching ". The major findings were: 1. High and Middle Aesthetic Experience teachers have higher scores than low Aesthetic Experience teachers. 2. High and Middle Aesthetic Activities teachers have higher scores than low Aesthetic Activities teachers. 3. The teachers' Aesthetic Experience and Aesthetic teaching were canonically related. The main sources of canonical relationship were from 3 factors Esthetid Appreciation. Surrounding-Esthetid, and Esthetid-Planning & Making, and 5 factors of Aesthetic teaching-- Aesthetic Goals. Aesthetic Principle, Aesthetic Activity, Aesthetic Curriculum, and Aesthetic Evaluation. 4. The teachers' Aesthetic Activities and Aesthetic teaching were canonically related. The main sources of canonical relationship were from 3 factors -- Arts Appreciation, Visual Arts, and Liberal Arts, and 5 factors of Aesthetic teaching--Aesthetic Goals, Aesthetic Principle, Aesthetic Activity. Aesthetic Curriculum, and Aesthetic Evaluation.