According to the latest Ministry of Education 2014, short-term supplementary data management information system. Since 2000 the number of cram schools has increased from 4,944 to 18,894 today: i.e., Over the past fifteen years, this number has expanded nearly threefold. Obviously, this industry across the last decade has seen healthy growth. Facing the low birth rate impact as a manager of the supplementary, talent or skill class, how to attract guardian's approval, how to increase children's desire to study, etc. all test the manager's business skills. This research deals with all the listed cram schools in Yunlin County, groups then according to business strategies and analyzes their management achievement. This study used interviews and questionnaires to analyze short-term cram schools of Yunlin County. We used sampling method for census and total recovery of 200 valid questionnaires. Data were evaluated by descriptive analysis, cluster analysis, and differential test to find most teachers in charge as university graduates, up to 56% teaching multidisciplinary professional subjects, and most teachers graduated from colleges and/or education-related departments. We thus know college graduation as sine qua non for cram school teachers, their class length from 1.6 to 2.0 hours, for the most part. Based on analysis, this research divided the cram schools into service brand, enthusiastic expander, and active adjuster groups. There surfaced definite differences among groups with regard to business achievements, Group Two ("enthusiastic expander") placing highest, Group One ("service brand") second, and Group Three ("active adjuster") lowest. Group One focused on service, such that "growing number...revenue growth...continued shift ratio... total number of classes" in operating performance are superior to Group Three. Group Two paid active attention to marketing and service quality, rendering performance of the top five, "the number of growth...revenue growth...continued shift ratio...class size...total number of classes" in overall operation better than that of the other two groups. Group Three only outperformed Group One in "class size" and showed the largest performance gap among three groups.