As far as America was concerned, the American educational policy in the beginning period of colonial time for the Philippines under the rule of America was established and operated based on the regional and religious differences. From the viewpoint of educational policy, there were roughly two factors affecting the policy operation in the colonial educational field. One was related to whether or not the region was conquered and pacified by military forces. The other was concerned with the problem of whether the region was Christian Sphere or Non-Christian Sphere. In brief, the general educational purpose for the Philippines was established on the ground of the same value, ideas, and philosophy. However, it was operated on the basis of distinctive regional and religious differences. The purpose of the study is to find out the distinctive characteristics of the early American colonial educational policy settled and run for Non-Christian Tribes in the Philippines in the context of the framework mentioned above. The period of investigation for this research is from 1898 at which American control started to the year of 1935 at which the independent transitional government(Commonwealth Government) was grounded and established and which became the turning point of Philippine colonial history. The limit for the investigation period is important because after the establishment of independent transitional government, the educational policy for the Philippines seems to be their own policy, not by the American policy any more. This research focuses on the educational policy for the Non-Christian tribes, minority ethnic groups spread here and there in the Philippines, especially Muslim tribes in the island of Mindanao, Hill tribes in the northern mountain area of Luzon, and Chinese, the most representative of foreign tribes in that times in the Philippines.