The Educational Priority Area (EPA) Project was first implemented in England during the 1960's. It's essence was to recognize some culturally disadvantaged areas as the "educational priority areas", and subsidize these areas with categorical aid grants. The French Social Priority Area Project and the U.S. compensatory education policy were all inspired by England's EPA Project. Taiwan's Educational Priority Area Project began in 1996, with ten billion total budgets in the following three years. Owing to the controversies after EPA's implementation, this study tried to evaluate this project itself as well as its implementation results with a questionnaire survey. It was found that: (1)The EPA was in favor of middle and small size schools in town areas. (2)The statistic results showed that the approval process of EPA was mostly fair, but the appropriation time was late. (3)The EPA was most helpful in improving the school buildings and surroundings, and was least helpful to the community problems. (4)The subsidized schools evaluated the activity expenditures, such as after-school class and community activities as the most helpful, but the most costly expenditures on school building construction were evaluated as the least helpful. Finally, this study suggests: to continue the implementation of EPA, to increase the activity expenditure instead of school building construction, to improve the appropriation timing, to leave the leeway for schools in using subsidies, and to reconstruct new subsidizing standard for juveniles.