The purpose of this study is to explicate and clarify the significance and function of three educational teleologism respectively and to find valid paradigm-shift bases of the success-oriented teleologism of education into the happiness-oriented teleologism of education in Korea. Since all educational activities are a process of means of which the attainment of various specific aims are sought, educational teleologism has always been a subject of utmost interest in education. In fact, lots of educators are content with the short-term goals of conducting daily classes without making overall study of long-term educational goals. Such attitudes of educators remind us of a wind-blown skiff at sea without destination or compass. Three categories of educational teleologisms are logically inferred from the emphasis points between process and result of education, and manipulatively defined as 1) intrinsic teleologism of education, 2) instrumental teleologism of education, and 3) integrated teleologism of education. The success-oriented teleoligism of education is called as the model of instrumented teleologism of education. During the past seventy years in Korea, the success-oriented teleologism of education has managed our education overwhelmingly. Therefore, its dysfunctions have been accumulated and have caused various destructive and fatal infections in Korean education. In conclusion, I suggest as follows: First of all, we should drastically transform the success-oriented teleologism of education into the happiness-oriented teleologism of education. Secondly, we should incessantly do our best efforts to remodel our educational environment in which all educators and students can always be happy. After all, it is hoped that this study will be contributed as a stepping stone of some help to those educators and students in Korea who are interested in ‘happiness and happiness-education.’