Many past studies have discovered learning achievements and performances of indigenous students and children of new immigrants in Taiwan to be significantly lower than those of native Han Chinese students. The reason may be that early education experiences of students from minority groups are less enriching or under-resourced compared to those found in the school environments of local Chinese students. However, previous studies suggest that performances of students of minority or indigeneous groups in non-academic subjects may not necessarily be inferior. For example, performance levels in sports or artistic talents of these students may actually be better than those of Chinese students However, there remains a lack of sufficient research investigating whether this assumption is true or not. As a result, in 2013, this study used a questionnaire survey to collect data from 889 5th graders and their parents in Taiwan. This study employed a structural equation model to investigate whether or not a gap in students’ multifaceted learning performance between the groups of students existed and to further investigate any other influences. The research results showed: a) the multifaceted learning performance, which is not limited to academic performance, of students from indigenous and new immigrant families is significantly poorer compared to those of Chinese families, b) early educational experiences have a positive influence on students’ learning performances, c) the less enriching or under-resourced early educational experiences of students from indigenous or immigrant families can lead to underdeveloped cognitive and social skills compared to their peers, and thereby affect future educational expectations and results of these students. Moreover, this inequality of early educational experiences between groups of students causes significant differences in multifaceted learning performances.