Several elementary and junior high schools launched a series of Hakka culture experimental program in winter 2015 to promote the students' learning and understanding towards Hakka culture. As it is important to assess the program effects before any further extensive implementations, the main purpose of this study is to explore, before and after students taking the program, the differences among several aspects, such as the Hakka culture identification, Hakka language using frequency, and Hakka Language listening proficiency of elementary and junior high school students, as well as their satisfaction toward the program, and their willingness to participate again. In this research, the Triangulation and a multiple methodology were applied. The findings included that participating the program enhanced the likeness toward Hakka culture and Hakka language listening, but it also showed no significant influence on Hakka language using frequency. Some suggestions were concluded for connecting the curriculum to parental education and establishing a long-term cultural infiltration. Except for listening, the Hakka language proficiency test should also be added with the speaking proficiency to strengthen the test validity with multiple dimensions. In addition, providing Hakka instructors training program, promoting incentives to attract students' participation, integrating multiple Hakka language resources, and promoting incentives for school staffs to hold related activities during summer and winter vocation are all equally important in the future.