The development of the Mandarin teaching and learning for foreigners started in 1950s. According to Shu (2010) there were a few students learning Chinese at National Normal University Language in 1960. Xin (2018) pointed out that Chabanel Language Institute was set up in 1954, which is the earliest Mandarin learning center. These Catholic missionaries who came from all over the world devoted themselves with preaching passions to Taiwan society. They are keen to share their culture with Mandarin speakers. Some of their language proficiency in Mandarin is in a high standard. However, there is not much research on how religious Mandarin programs have been designed and implemented. Therefore, by adopting Hutchinson and Waters’ (1987) analysis of learning needs as framework and conducting the interview with Catholic missionaries, this research focused on how Catholic missionaries learn Mandarin in terms of learner needs and learning materials. The results show that the needs of advanced linguistic and religious content of mandarin learning is more demanding as the missionaries move forward to their missionary work. In this case, the Mandarin teachers should not only enhance their professional knowledge in second language teaching but also their study in Chinese culture as well as eastern and western religions. The research suggests that by cooperating with the Chinese culture program, it will enhance the learners’ interest and achieve help them their outcome of learning proficiently.
