[[abstract]]After the Taiwanese government lifted the curfew in 1987, different fields, such as politics, society, economy, democratization, pluralism, and liberalization have been discussed day by day. This deregulation made Taiwanese aware of their identity. Therefore, a series of reforms for indigenization rised. The education field was influenced by it, so the local government in Taiwan had promoted a series of educational reforms. After 1990, Ministry of Education began to plan national indigenous educational policies. There were two purposes for the learners. First, to know Taiwan deeply. Second, to promote the educational goals of "the indigenization of Taiwan", "the consciousness of Taiwan", and "the subjectivity of Taiwan". Indigenous education now is acknowledged as one of the most important educational issues, especially in Taiwan. This essay aimed to study the curriculum reform of indigenous education in Taiwan, including its developmental backgrounds, conceptual frameworks, and curricular reforms. The main research methods were interview method and document analysis. Five main purposes were as follows. Firstly, to explore the conceptions and contents of indigenous education in Taiwan. Secondly, to realize policy reform and developmental situation for Taiwan indigenous education. Thirdly, to analyze the importment issues, such as curriculum guildline, textbook edition questions, curriculum and teaching, and so on. The forth, to set up some questions and influential factors for indigenous curriculum reforms. Finally, to offer some suggestions based on the research conclusions.