In order to promote energy literacy for graders K-12, the Ministry of Education (MOE) in Taiwan initiated a K-12 Energy Technology Education Project in September 2010. This 40-month project has one project office affiliated to a university, and 18 promotion centers affiliated to 18 schools--including 5 regional centers for upper-secondary schools and 13 county/city centers for kindergartens, elementary schools and lower-secondary schools. The main duties of promotion centers are: (1) Recruiting seed teachers/teacher leaders for grades K-12; (2) Recruiting volunteers and narrators for promotion centers; (3) Promoting energy education within their regions/counties/cities, and (4) Establishing websites for energy technology education. Yearly key performance indicators (KPIs) of each promotion center are negotiated among the project office and the promotion centers. The 40-month grant for promotion centers will be ended at the end of 2013. The purpose of this paper was to examine the efficiency and effectiveness of the K-12 energy technology education promotion centers. As a result of a document analysis and a gap analysis, the following efficiency and effectiveness of promotion centers are found: (1) Not every center meets its own KPIs, which were negotiated with the project office; (2) All centers meet their KPI targets in the following three duties: establishing energy exhibition space, recruiting and training volunteers or narrators, and building a website; (3) "Recruiting seed teachers" is the most difficult duty to conduct and every year about a half of the centers do not meet their KPI targets; and (4) The rationale for establishing promotion centers is good and well-supported. Based on the above findings, the following conclusions can be made: (1) The efficiency and effectiveness of the promotion centers are satisfactory; (2) The administrative region-based centers need to be reshaped to become cellular station base-oriented to increase the efficiency and effectiveness of promotion centers; and (3) New promotion centers can be required to focus on the following three aspects of energy education in descending order of priority: strengthening daily energy-saving and carbon-reduction, improving existing energy technologies, and developing new energy technologies.