This research aims to investigate the way in which English are taught and learnt in Taiwan by conducting a two-phase study on prepositions. The data was collected from interviews with 15 English teachers and a questionnaire survey of 92 students. As a result, English teachers commonly employ seven methods to teach prepositions. The students not only agreed that they had learnt English prepositions by utilizing most of the 7 methods but they also deemed them to be an efficient way of learning. However, I argue that the imperial examination culture in Taiwan strongly influences English education because the ultimate goal is for students to obtain high scores; therefore, both teaching and learning involve stimulus-response behaviour (Barker, 2003; Pavlov, 2003). This kind of teaching and learning is questionable because it fails to meet the goals listed in the English course outlines designed by the Ministry of Education, Taiwan (2010).