This study aims to construct an analytical model of the spatial equity of in-service training courses for high school teachers, therefore, through the “National Teacher In-service Education Information Web”, and to integrate the scope of in-service training, curriculum connotation and details of high school teachers’ continuing education in Taiwan, and analyze the information of the training courses in the “National Teacher In-service Education Information Web” from January 1, 2011 to December 31, 2020 The course information was used for data mining and analysis in IBM SPSS Modeler 18.0, supplemented by ArcGIS Pro analysis distance analysis in geographic data analysis software, and Network analyst as the optimized learning hotspot and ring analysis to explore the learning distance characteristics and spatial equity of high school teachers’ in-service training courses and teacher training areas. The conclusions of the study are twofold: (1) the concentration of hot spots in the in-service training courses of high school teachers in Taiwan is statistically significant in terms of spatial distance; (2) The participation of senior secondary school teachers in the in-service training courses of the subject center is generally in line with spatial equity.