The purpose of this paper is to explore the current situation and development of the Chinese schools in Philippine. Data were collected from the interviews with alternative military service Chinese teachers in Philippines sent by Overseas Compatriot Affairs Commission in Taiwan, and the meetings with local Chinese school teachers and administrators, the administrators of Association of Filipino Chinese Schools of the Philippines, and oversea officials in terms of general information, teachers' profession, instructions, curriculum, resources and learning of the Chinese school in Philippines. The results found that 1. The majority of the schools which have alternative military service Chinese teachers have strong religious background. 2. Diverse communities and different clansman's associations are deeply involved in many Chinese school administrations. The complicated situations constrain the development of Chinese education in Philippine. Four points are suggested: 1. for alternative military service Chinese teachers training, reduce theoretical curriculum, increase class hours for observing teaching and field teaching. 2. For the instructional materials in Philippine Chinese school: Develop specific instructional materials correspondence with the educational goal of the schools and cultural demands of Philippine. 3. Assist Chinese schools in Philippine by both establishing local Chinese teacher education system and importing Chinese teachers to Philippine. 4. Integrate the available academic and government resources of Taiwan by sending teaching groups to support certain friendly Philippine Chinese schools as samples for the other Chinese schools in Philippine.