為瞭解幼兒客語沉浸式教學的實施狀況和遭遇困境，本研究以桃園市參與幼兒園客語沉浸式教學計畫之幼兒園教保服務人員為對象，採取教學觀察、文件分析及問卷調查等方式蒐集資料。研究結果顯示，教保服務人員隨著對客語沉浸式教學概念的理解，能逐漸將客語融入例行性活動及主題教學活動中，教保服務人員能與陪伴員協同合作，並認同客語沉浸式教學及提升自身客語能力。在實施困境方面，教保服務人員客語能力不佳是最大問題，以及部分幼兒園客語教學偏向教師講述灌輸方式。本研究針對研究發現提出改善建議，供有意推動幼兒客語沉浸式教學之幼兒園或相關單位參考。

This study takes the preschool educators who participated in the preschool Hakka immersive teaching program in Taoyuan City in the 109th school year as the research object to explore the implementation and dilemma of Hakka immersive teaching. This research uses teaching observation, document analysis and questionnaire survey to collect data. The research results show that with the understanding of Hakka immersive teaching concepts, preschool educators can gradually integrate Hakka into routine activities and theme teaching activities. Preschool educators and Hakka language teachers can cooperate and agree with Hakka immersive teaching. Immersive teaching of Hakka and improve one's own Hakka ability. In terms of implementation difficulties, poor Hakka skills of preschool educator is the biggest problem. Some preschool tend to favor teacher-centered lecture in Hakka teaching, and there are not many opportunities for children to speak Hakka. This research proposes improvement suggestions based on the research findings for reference by preschool or related units that intend to promote immersive teaching of Hakka for children.