This paper investigates the values implied in the mathematics instruction of an elementary school teacher in charge of fifth and sixth grade. The major research methods were classroom observation and interview. The research results discovered that the foremost mathematics pedagogical value of the teacher in this case study was "a good learning in mathematics makes easier for students to attain a higher education and for those who are able to attain a higher education can achieve a respectable social status and a successful life more easily." This value is an influence from one of Confucian dogma that it's extremely important for traditional Chinese intellectuals to pass the imperial examination and to earn a respectable social status. This paper also presents a brief discussion on the relationship between the values of mathematics instruction upheld by elementary teachers and the curriculum reform. [For complete proceedings, see ED489538.]