This purposes of this study was to examine the opinions of teachers regarding  Sufficiency Economy Philosophy and its application as a learning activity. The study looks at ways in which  Sufficiency Economy Philosophy can be integrated into the school environment and the problems which the demands of its application may cause teachers. An example survey consisted of 234 persons across a wide spectrum of the schooling establishment. The survey itself was a questionnaire  with  analyzable  data  Mean (X), Standard Deviation (S.D.),  One- way  ANOVA  and  Pearson?s Correlation  Coefficient.
The research found that a majority of teachers who applied Sufficiency Economy  Philosophy as an application, found it an important tool and an asset for possible national development. In fact, Sufficiency Economy Philosophy is almost wholly geared towards self-sufficiency. In this regard teachers themselves were valuable in providing insights and an inside understanding on the values of sufficiency economy. Teacher opinions on Sufficiency Economy Philosophy had a positive affect on practical the application of sufficiency economy in teaching activities. Problem on application  in teaching activities was 54.27 % and the need on philosophy revision for student benefit was at 94.87 %  
In terms of support, it was found that schools and government authorities in general supported the application. Regarding  the comparison of teacher opinions on Sufficiency Economy Philosophy classified by teaching courses and classes, the opinions were not significantly different. On comparing the sufficiency economy application in teaching activities classified by teaching courses, the opinions were also not significantly different but  when applied to teaching classes the opinions  were significantly different. 
