Taiwan has commenced the twelve-year basic education reform since 2014. In order to implement this epoch-marking reform, 29 programs were proposed, including the teaching quality enhancement program. This study adopted D. Easton's systems model of politics and policy to review the policy process of the two teaching force quality control policies under the twelve-year basic education reform, the standards for high school organization and prescribed number of personnel, and the standards of high school weekly teaching hours for teachers. After reviewing the policy environment, policy inputs, the political system, and the policy outputs of the two policies under Easton's systems model, T. Birkland's five elements of policy design were also adopted as the checklist for further review. Based on the findings, five suggestions were raised for future policy revisions: to redefine policy goals, to rewrite policy causal-theory, to adopt multiple policy tools, to refocus the target population, and to design a dual-tract policy for public and private school teachers.