This study intended to examine the policy effectiveness of Self-Directed Learning Admission (SDLA) which is an admission procedure to select students for special purpose high school, autonomous private high school and general high schools. Before SDLA was implemented, middle school students who prepared for admission of these types of high schools should considerably depend on private education and this led heavy burden for their parents and distortion of middle school education. SDLA, thus, intended to decrease expenses for private education, strengthen middle school education, and help high schools to select students with appropriate potential for each type of high school. Findings indicated that the degree to which middle school students perceived SDLA significantly influenced their attitudes in classes as well as time spending for studying, but did not make significant impacts on their club activities and volunteering activities. Based on the finding of the study, policy implications were addressed.