This chapter examines stakeholders’ (parents, teachers, and principals) attitudes, concerns, and suggestions on implementing comprehensive education policies. Narrative interviews were conducted with 27 stakeholders who have experienced the development of general education policies, providing preliminary and clear insights into their perspectives. Since the 1990s, education policy for general development has played a significant role in Chinese primary education reform with schools concentrating on cultivating students’ virtues and paying attention to their overall development in morality, intelligence, physical fitness, aesthetics, and work ability. A conceptual framework of stakeholder theory is employed to explore how parents, teachers, and principals understand, negotiate, and mediate the development of student policy. Thematic analysis is then utilized to dissect stakeholder’ perspectives, concerns, and strategies.