The purpose of this study is to find out the situation for Hakka learning and its dilemma under socio-economic changes, and approach the influence of Hakka under these changes in Taiwan since 1945 and understand the pressure and embarrassment of Hakka language loss in a typical "Hakka village". In order to complete the study, I take Da-tong Elementary School, Yangmei, Taoyuan as an example, using qualitative research methods, different from the synoptic understanding of quantification, such as interview, observation and document analysis, to get on my study. The information derived from interview with parents, students, and teachers is the main body of this study supplemented with the information of observation and relevant documents. Attaching analysis of social changes in Yangmei and Da-tong Elementary School. After analyzing those data and documents, I sum up following conclusion: Hakka’s capacity loss, in fact, is the result of environmental change in Taiwan. The fact that Taiwan's social changes but are also the impact of family system, parent-child relationship and family changes. The changes in function of the impact of the decline of transmission of Hakka. Economically weak so that Yangmei region facing the mother tongue of the Hakka community in the fate of a relatively weak. The existing mother-tongue education in schools there are many blind spots, need to adjust and overcome difficulties. Based on the above study result, following suggestions are made: Cherishing the family values and enhancing parent-child family time can ensure that learning the mother tongue normally, that is, to restore the traditional family relations. The Government should strengthen the community through social and school education, a means of family education, highlight the loss of mother-tongue education of families function due to social changes. native key heritage values in the establishment of mother-tongue; The recommendations of mother-tongue teaching policy are based on school-based "matching": parents participate school’s mother tongue lessons; community volunteers of mother-tongue be stationed in schools normally, to form a mother-tongue language nest between community and schools; students should enter the community automatically, through the closeness of the community, and strengthen the learning and use of Hakka.