Logistic Regression Model was employed to examine the impact factors for children’s school achievement of math and Chinese subjects in foreign bride families in Kaohsiung County. Those foreign brides were from Southeast Asia and mainland China. Stratified sampling of a school was adapted. All children of foreign bride families in this school were invited to participate in this study. The sample included 503 children of foreign bride families from 41 primary schools. Based on the consequential prediction order, results of logistic regression analysis indicated the impact factors of attention and memory learning behavior, family income, social adjustment learning behavior, children’s age, and mother’s literacy were significant predictors of Chinese subject achievement for low grade group children. The impact factors of reasoning and expression learning behavior, family income, and mother’s literacy were predictors of Chinese subject achievement for middle-high grade group children. The impact factors of reasoning and expression learning behavior, attention and memory learning behavior, family income, gender, and mother’s literacy were highly associated with Chinese subject achievement for 1-6 grades group children. Regarding mathematics achievement, the impact factors of attention and memory learning behavior, family income, children’s age, and mother’s literacy were significant predictors for low grade group children. The impact factor of reasoning and expression learning behavior was predictive of mathematic achievement for middle-high grade group children. The impact factors of attention and memory learning behavior, reasoning and expression learning behavior, family income, and social adjustment learning behavior were associated with mathematic achievement for 1-6 grades group children.