Before the end of 2008, in Taiwan, the implementation of literacy educational policy for new immigrants based on ”The Development of the New Immigrant Culture Plan in the Ministry of Education (2005-2008)”. Along with the ending of this plan, the Ministry of Education did not draw up any new policy. The result is that adult literacy education for new immigrants is limited and shrunk to adult basic literacy education. That is to say, from this time the new immigrant education returns to general education system. However, the three goals once in the Development of the New Immigrant Culture Plan have vanished from the policy. In this situation, what is the prospect of literacy education for new immigrants? What is the suitability of the present approach? All of these are worthy of further clarification. Therefore, this essay aims to review the related documents and examine the formation of the literacy educational policy for new immigrants, its embodied issues, and thus provide suggestions for the future policy. It is founded that issues embodied in the current policy are as follows: The human resources perspective is neglected; the perspective of multicultural education is just served as a specimen; the curriculum of the adult literacy education lacks clear graded design; and the goal of literacy education for new immigrants is not clearly enough. Further, the authors propose a conceptual framework, by setting graded and classified literacy education programs as the core concern, and helping adult roles acting as the classification basis for literacy programs. Finally, some suggestions are offered for the programs of school literacy, family literacy, civic literacy and workplace literacy regarding their implementation approaches and the law origin bases.