The purpose of this paper is to design the most suitable basic economic concept curriculum that can be taught to fourth grade students. This research adopted the Quasi-experimental design to implement a survey, and the research object is chosen from fourth grade students of School A and B in the Chunan Township of Miaoli County. Four fourth grade classes of school A are regarded as the experimental group and received the experiment teaching of the basic economic concepts curriculum. The control group is composed of one fourth grade class from school A and three fourth grade classes from school B, and received the common social studies curriculum. In addition, pre-testing and post-testing were conducted on these two groups before and after the experimental teaching in order to analyze the leaning effectiveness for students in terms of the basic economic concept teaching; at the same time, a survey was conducted on those students’ family socioeconomic backgrounds to analyze the factors that influenced students’ learning performance of basic economic concepts. The researcher has summarized the research results as follows: 1. Implementation of the basic economic concept curriculum on fourth grade students had a significant effect on improving the concept of “Scarcity and Choice”, “Opportunity Cost and Trade-off Relation”, “Productivity”, “Trade, Currency and Interdependence” and “Overall Economic Concepts”. 2. Academic achievement significantly influenced fourth grade students’ learning performance of basic economic concepts; however, parents’ occupation type, parents’ education level, self-shopping frequency and allowance behavior didn’t have a significant influence.