This paper investigates college students' and primary school teachers' attitudes toward Taiwanese literacy. Generally speaking, respondents hold favorable attitudes toward the social and educational aspects of Taiwanese literacy and agree to promote written Taiwanese. The paper extracts six underlying factors from factor analysis: 1) the promotional and development dimension; 2) national and ethnic dimension; 3) subjective evaluation vs. social status; 4) sentimental and symbolic dimention; 5) classical vs. modern dimension and 6) the dimension of standardization. Suggestions about the status, corpus and acquisition planning of Taiwanese literacy are also provided.