The purpose of this study was to investigate the relationships between Hakka learning and Hakka's ethnic identity at Guansi town in Hsinchu County. This study intended a self-compiled questionnaire to collect empirical data.607 Hakka children with high grades at Guansi town in Hsinchu County participated in this study. 543 were retrieved and 460 were valid. Percentage, one-way ANOVA, Pearson product-moment correlation, Stepwise Regression analysis and Qualitative methods were employed to analyze this data. The main findings were as follows: 1. Elementary school senior Hakka students' Hakka learning was good at Guansi area. 2. Most of the Hakka students thought that the alphabet and Hakka speaking were the most difficult. 3. Most students thought that a period for a Hakka class a week was the best. 4. The students with good Hakka listening and speaking ability, mainly using the Hakka language at home of elementary school senior Hakka students at Guansi area had higher scores on "overall Hakka learning." 5. The students with good Hakka listening and speaking ability, mainly using the Hakka language at home of elementary school senior Hakka students at Guansi area had higher scores on "overall ethnic identity." 6. Elementary school senior Hakka students at Guansi area had good ethnic identity and "ethnic behavior" was the highest. 7. There was a significant positive correlation between Hakka learning and ethnic identity and the Hakka teaching material was the most predictive of the ethnic identity of elementary school senior Hakka students at Guansi area. Finally, some suggestions were provided for education administration, schools, teachers, and parents.