The purposes of this article are to explore the reforms of primary education in Taiwan, and reflect several important topics. In order to accomplish the purpose mentioned above, the method of document analysis and international comparison are applied. This article probes into the 1998-2003 Plan of Educational Reform and the 2004-2008 Four Directions of Education Policies in regards to primary education. The article further analyses the pros and cons of the following: the Grades 1 to 9 Curriculum; the one guidedmultiple textbook policy; the low birth rate; the education of disadvantaged students; and the budget of primary education. Through the traces of educational reform, collections of firsthand documents and materials have been obtained. The article not only quotes from international reports, but also includes a native reflection. This information can unfold a dialog of time crossing in Taiwan's education, and to find a future road in connecting the past with the future of primary education. This article analyzes important educational topics and brings forth the following conclusions: a. The Grades 1 to 9 Curriculum: It is recommended that some essential adjustments need to be made without increasing the total learning periods. b. The one guided-multiple textbook policy: in light of the professionalism of Taiwan's teachers, it would be empowering to them to have the line of duty and authority to select appropriate textbooks for their students; however, more flexible ways have to be put into consideration of the law. c. The low birth rate: the number of students in Grades 1 and Grades 2 can be reduced to conform to the average value of OECD members. d. The education of disadvantaged students: the government should assist schools, especially in remote regions, with long-term plans and flexible budgets that would benefit them. e. The budget of primary education: it is hoped that Taiwan can gradually meet the ideal model of costs per student in other developed countries.