ln the recent decade there is a disputable but distinguishable development in indigenization in education in Taiwan. They can at least be classified into the following categories: Taiwanese History Education, Regional Culture Education and Mother Tongue Language Education. Taiwanese History Education means teaching the history of Taiwan instead of mentioning only a little of it in Chinese History. Regional Culture Education means teaching local affairs. Mother Tongue Language Education means teaching their own ethnic language in school. All of these are quite new in Taiwan. Now more and more people support the development of indigenization in the educational domain. Public opinion with regard to this trend also underwent a manifest transformation from rejection to approval during the past several years. This paper will introduce the characteristics of this development in education in Taiwan and try to explore the factors contributing to this development from a historical perspective. This development was strongly propelled by the aura of ethnic identity movements which aim at resurrecting the ethnic identities of local ethnic groups. In order to understand those identity movements, the cultural formation in postwar Formosa should be included in the discussion. Those identity movements mentioned above could be regarded as a response to nationalization. Understanding the nationalization process is really the key to comprehend the process of indigenization in the social context in Taiwan. The conversion from total nationalization to indigenization in education will be described in this paper.