Asperger Syndrome, named after the Austrian pediatrician Hans Asperger’s studies published in 1944, is characterized by a person’s significant difficulties in social interaction and nonverbal communication, limited empathy as well as physical clumsiness. Asperger Syndrome differs from other autism spectrum disorders by its relative preservation of linguistic and cognitive development, and shows no obvious reducing effect on intelligence. In view of these learning and social difficulties, this paper is mainly about exploring how teachers, psychologists and education experts deal with students suffering from Asperger Syndrome in Germany. It starts with the description of the characteristics of this syndrome, demonstrated behavioral disorders impacting, both, their social contacts and learning experiences at school, then illustrates examples and indicates how schools, educators and parents take professional assistance in hand. Customized alternative management and recommended behavioral therapies are also proposed. Through this study we can anticipate how the relevant government agencies in Taiwan would refer to these experiences made in Germany, and how they could attach more importance to this issue and undertake concrete moves to regulate professional support for students with Asperger Syndrome not only in schools but also for people living with them.