Learning behaviors in older adults is an increasingly important activity for the senior society around the greying world. Most of the existing studies on elderly learning gathered its insight from the perspectives or observations from the older learners themselves. However, there is less information about how instructors at senior learning center employ teaching strategies to serve the elders in the Internet technology teaching process. This study strives to understand the current conditions of the Internet technology teaching in existing senior learning center from the perspective of the Internet technology instructor. Multiple case research method targeting six instructors who are still teaching the Internet technology at the senior learning center was employed. In-depth interviews and participatory observations focuses on understanding the practical teaching status of instructors and explore employment, adjustment and revision of teaching strategies for teaching older learners.   Results found that instructors developed different teaching strategies as coping methods when teaching older adults, and those strategies include: 1) Reserved teaching: instructors create a familiar environment for learning the new content, so that elderly learners can continue their learning interests if they continue to participate in the same class; 2) Unscripted performance: educators flexibly adjust or jump outside the box of the previously scheduled teaching content to respond to the ever-changing learning situation and serve the needs of elderly learners; 3) Make a small helper: in response to issues arising from one-to-many teaching and the Internet technology teaching, a small helper may be needed to share the burden on the instructors.