Non-offical Chinese-Classics-Poetry-Memorizing programs (CCPMP) for kids have bloomed in the past ten years. Due to the successful impact on students’ verbal and moral achievement, those programs were even thought as a potentially powerful means for kids in low social-economic culture to move toward higher SES level. In general, CCM teachers differ from those teachers in regular official classrooms in their teaching goals and strategies. The purpose of this qualitative study is to examine the teaching beliefs of five teachers in those classics-memorizing programs. The results indicated that those five teachers’ teaching beliefs could be divided into three categories and totally eleven sub-categories. Also, there exist some inconsistence among some teachers’beliefs.