本研究以一所非原住民地區之原住民重點學校為個案，探討其原住民族語政策推動之執行狀況、困境及整體成效。在研究方法上透過文獻探討及人員訪談等方式進行研究，其研究目的為：分析個案學校執行原住民族語政策推動之計畫脈絡、探究個案學校原住民族語政策推動之困境及因應辦法、統整個案學校原住民族語政策推動之綜合成效。
依據研究目的，綜合以下五項結論：
一、在原住民族語政策推行脈絡中成立校內專責單位有其必要性
二、擬定推行族語政策之階段性計畫能使之更具完整性
三、學校規劃族語政策應配合主管教育行政機關之族語推動計畫，更能有效解決推行之困境
四、提高族群認同感能使學生更投入族語學習，對於原住民族語政策推行成效已有明顯助益
五、建立完善的就學扶助方案有助於穩定原住民族學生就學
綜合以上結論，分別對主管教育行政機關、學校、族語教師、家長及未來研究提出相關建議。

This study took an aboriginal school which in the non-aboriginal region to discuss its implementation condition, dilemma, and overall effectiveness of implementing aboriginal language policy. In terms of research methods, research was carried out through analysis of relevant documents for the policy implementation of aboriginal languages in the school, and interviewed with concerned people. The purpose of this study was to analyze the plan of the school’s policy implementation of the aboriginal language and explore the dilemma of the school’s policy implementation of the aboriginal language courses and the methods. To integrate the overall effectiveness of the policy implementation of the aboriginal language in the school.
According to the research purpose, there were the following five conclusions:
1.It was necessary to set up a specific depart to promote the aboriginal language in school.
2.It was more complete to set a phased plan of aboriginal courses.
3.It was more effective to plan the school aboriginal policy with government’s policy.
4.Ethnic identity was relevant at learning aboriginal language.
5.It was helpful for aboriginal students to establishing a completed school assistance program.
Based on the above conclusions, suggestions are made for the education authorities, schools, aboriginal language teachers, parents and the future research.