This research aims to discuss the influence of demographic change on teacher education in Taiwan. The change in the overall policy of such education can be divided into two stages. The first stage featured multiple avenues for teacher training and the second stage emphasized the reduction of the quantity of teacher education turnout through the employment of evaluative mechanisms. This research proposes two ways to create full-time job vacancy for teachers- to-be. One possibility is to achieve upward extension of compulsory education years to include the high school stage or downward extension to involve the kindergarten stage. Another possibility is to reduce pupil-teacher rate. As shown in the yearly statistics released by the Ministry of Education, there has been a sharp decrease in birth rate. A situation like this will seriously impact the number of students enrolled at elementary schools, junior high schools, and high schools. Also noteworthy is the fact that for the three school levels mentioned above, the major human resource consists of teachers in the prime age. The statistics also indicates that the percentage of retiring teachers will remain to be low even ten years from today. In this article, the researcher identifies issues such as the decline of birth-rate, the aging of population, and the great number of foreign spouses. These are the results of change in demographic structure and will have a serious impact on teacher education. As we may notice, the increasing rate of teacher supply has far exceeded that of birth rate in the last ten years. Given conditions like these, certain measures have to be taken to decide the policy of teacher education as a reaction to change in demographic structure. There is a need to analyze the best way to map out the overall plan for teacher education policy and the reorientation and development of its function. Three conclusions are pinpointed to highlight these matters. First, the occupation of teaching and teacher education alike is left in an unstable situation due to imbalanced supply and demand. Second, teacher education ought to be recognized as a process of certification issuing because of the “employment-not-guaranteed” nature of teacher education and other related measures implemented nowadays. Third, the problem of imbalanced supply and demand in teacher employment is not to get improved in 15 years. Two suggestions as provided for reference purposes for the concerned parties. First, there is a need to formulate policies featuring lower pupil-teacher ratio or the extension of compulsory education years for the taught. Second, there is a need to emphasize both the quantity of teacher education turnout and the quality of the trainees so long as quantity reduction persists.