The aim of this study is to discuss the present situation, program implementation, effects and impacts of Taipei City’s “Implementation plan of diverse education in capability development for junior high school students”, to understand the obstacles to implementation, and, finally, to propose recommendations. Through document analysis, this study targeted the students of a junior high school to conduct an observation and in-depth interview. The survey-questionnaire was designed to interview the target personnel through semi-structural interview method. Based on the results of document and interview analysis, the educational concept of the school leader was to allow students obtaining more diverse learning opportunity. Besides, the curriculum design and teaching method are highly associated with students’ willingness to involve in diverse education in capability development. The implementation plan can improve students’ confidence and learning attitude, and prevent the at-risk students from dropping out of school as well. The effects of diverse education in capability development after implementation: (1) Improving self-image of the at-risk students, reducing conflicts between teachers and students, adding value to learning, and creating win-win situation for both school and students. (2) Due to limited human resources and facilities, the application and implementation of the plan have created extra workload and pressure for the administrative staffs at school. (3) The class-transferring teaching style allows more teachers to care about the at-risk students which can reduce homeroom teacher’s burden on class management and student supervision. However, some teachers believed that they cannot know well enough about students’ performance due to lack of interaction with students. (4) Because of the alternative learning experience, the students have more opportunities to demonstrate their capabilities and to understand themselves. This can lead the at-risk students to think positively. However, some students tend to avoid the homeroom’s regulation by taking classes for diverse education in capability development. In addition, the limited number of classes approved by Ministry of Education, budget-constrain and lack of manpower have resulted in many implementation difficulties. Finally, this study has proposed recommendations to education authorities, schools, school personnel, students and for future study.