The objective of this study is to construct a teaching model for immigrant spouses of Chinese as a second language. By reviewing literature and documents about second language acquisition, researcher affirms the base of implication of theories. Combining some key points and contents of Chinese as second language acquisition teaching with immigrant spouses learning characteristics, researcher constructs a testable framework of teaching model for immigrant spouses of Chinese as a second language. By using of action research method, researcher tests the contents of this framework by actual teaching immigrant spouses. Researcher also develops “The Test for Immigrant Spouses Chinese Proficiency” to test the participants of this study for surveying their entering behavior and the effects of teaching. With a 3 months-twelve times-36 hours action research teaching, researcher has integrated all of qualitative and quantitative data and established firmly the lastest model of teaching Chinese as a second language acquisition to immigrant spouses. The teaching process of the model are as follows: (1) instructional objectives: with basic knowledge of the Mandarin language four skills; (2)entering behavior: evaluate subjects the language four skills based on “Immigrant spouses Mandarin proficency testing”; (3) instructional activities design: teaching material base on dialogue sentences, pattern and short stories; teaching methods based on The Direct Method, The nature approach and The communicative approach; teaching procedure: reading and writing-listening and speaking-reading and writing; (4)teaching practice: apply Kolb’s experience learning theory to design teaching activities; (5)instructional evaluation: mainly based on informal testing while secondarily formal testing.