The aim of this thesis is twofold. The first one is to review the literature on the polices concerning the teaching of Hakka since 1985. The other is to investigate the teaching materials for Hakka adopted at the period of Colonial Japanese (1895-1945.) To achieve the goals, research methods were adopted of literature analysis and comparison, added with historical survey. Now central for the first theme lies in the debate whether Hakka was treated as a target or a course in education given that no key word of Hakka teaching can ever be found. Careful investigation of related literature, most of which was almost entirely neglected in the previous studies, most of which was sound enough though, leads to the finding that Hakka was one of the subjects taught as a matter of course under the term of Cantonese. As is obvious that the target of teaching for the convenience of governing was confined to languages spoken in Taiwan, Cantonese as a language must have been excluded. With this background Cantonese was used as a covering term, inclusive of Hakka in nature. The finding is novel in many respects. Of great significance, either in the field of Hakka studies or in the research of Japanese education policies, is that Hakka can never be entirely ignored in history. In addition, the texts provide us with more traceable changes in phonology or in morphology, both of which await further studies in the future. So far as the second theme is concerned, the words or sentences to be taught in the materials reflect the direct needs for daily communication. How much similarity or difference, if compared with the teaching materials compiled for the present Hakka teaching, would shed light on what should be the main focus in the teaching for the beginners. The findings of the thesis bring us to new landmarks that teaching materials for Hakka or for whatever languages, if effective in practice, are in need of two directions. The first one is that materials should be good enough to show what teaching approaches or teaching methods are adopted. Secondly, teaching materials are in need of scientifically basis on which empirical experiences can be traced. More implications can be detailed in the thesis. However, it is also expected that this research, methods or findings, can invite more researchers or scholars to devote themselves to the new field.