In Taiwan, the teacher education policy has shown a long period stability. Since 1994 the Teacher Education Act implemented, we faced the changes that have never happened before. In this movement, we confronted multiple and temporary open selective periods, and the teacher education has been shifted from a closed to an open system. When we review the programming of the teacher education, does it solve the qualitative and quantitative issues? Or does it arise more issues in this system? The purpose of this paper is to apply the problem construction methodology to deal with the policy planning issues. This study will provide some suggestions for our teacher education planning in the near future. And we look forward to a better fitted policy for teacher education.