<p>This study examines Taipei’s Itinerant Teacher Program (ITP) and its potential as a solution for addressing the challenges of short-term substitute teacher stability and quality. Based on six policy evaluation criteria, this study interviewed nine policy’s implementers and itinerant teachers. The findings indicated that the ITP effectively stabilizes the supply of short-term substitute teachers and ensures a certain level of teaching quality, which is particularly beneficial for disadvantaged schools. The study also highlights both the program’s effectiveness and areas for improvement. Key challenges include the administrative burden, fairness in teacher evaluations (service feedback), and legal consistency between regular and itinerant teachers. Diverging stakeholder perspectives -administrative officials focusing on resources and teachers concerned with role stability and fairness-underscore the complexity of policy execution. Recommendations include piloting the ITP on a smaller scale, streamlining processes, improving handover mechanisms, and aligning itinerant teachers’ rights with those of regular teachers to attract high-quality candidates.</p>