The main purpose of this study was to investigate the current status of the strategic alliance of senior high schools and senior vocational high schools in Kaohsiung and Ping-Dong areas, and then to explore the various alliance execution ways, obstacles, restrains and package programs of those schools. This research started from the review of the related documents, followed by questionnaire design and analysis. The variable factors of the questionnaire were based on teachers’ different backgrounds. This study was divided into two parts: the first was the current status of strategic alliance of senior high schools and senior vocational high schools, and the second part was the comparison and analysis on the opinions coming from different types of schools and teachers, about the strategic alliance and its execution means.
1.The current status of strategic alliance of senior high schools and senior vocational high schools were as following,
（1）The means of strategic alliance: The most common way was educational resources exchange and the cooperation on complimentary courses. Mutual assistance and support of students’ parents’ were relatively unusual.
（2）The motives of strategic alliance: Many of them were to fully share the resources, to motivate the innovation and the growth of schools, to increase bilateral supports and the diversity of educational environment. Attraction of parents’ and students’ attention was less concerned.
（3）The criteria for choosing strategic alliance partners: Many schools choose their partners on account of the complimentary resources and matching philosophy, and not tend to choose the competing schools.
（4）The key factors of the success to strategic alliance: The most popular factor was fully sharing of the resources, followed by establishment of good relationships between schools, and cooperation of administrative organizations.
（5）The most suitable types of strategic alliance: The first was resources sharing, to make use of school facilities such as libraries. The second was the cooperation on academic research, building communication such as seminar for teachers, and the third comed to courses sharing.
（6）The school types favoring strategic alliance: The schools most willing to execute strategic alliance were colleges, and the least were the junior high schools and elementary schools.
2.After the ANOVA analysis on different types of schools’ and teachers’ opinions about the strategic alliance, the results were as following:
（1）From surveying different attributes and types of schools, plus various backgrounds and positions of teachers, the result showed little difference neither on the advantages and execution obstacles of strategic alliance, nor on the satisfaction level and willingness for it.
（2）There were some differences occurred. One was that the private schools had higher level of satisfaction compared to public schools.
3.The analyses on advantages, satisfaction level, obstacles, restrains and package programs of strategic alliance were listed below:
（1）From the point of benefits of strategic alliance, all schools confirmed that it had positive effects but did not facilitate internationalization.
（2）From the point of satisfaction level for strategic alliance, people had low satisfaction because of the lack of execution, the vague content, and the limitation of the results.
（3）From the point of obstacles of strategic alliance, under higher pressure of entry exam for advanced study, senior high schools had limited measures of strategic alliance compared to senior vocational high schools. Besides, the distance between partner schools was also an obstacle for strategic alliance.
（4）From the point of package programs for strategic alliance, it was evident that people were satisfied with the planning and execution of the package programs.
（5）From the point of the difficulties of strategic alliance execution, most teachers with college degreed consider it difficult when compared to those with master degree.