Teacher policy in Korea has emphasis on the respect for human, equal opportunity, and participative decision making. These principles began to be changed since the 5?31 educational reform in 1995. Neo-liberalism has influenced teacher policy and its basis that persisted until this time, since it was shed light on education field in the 「Munmin」government. In particular, it took neo-liberalism for granted that it advocated economic efficiency for ??the shortening the teacher retirement age??initiative to be implemented in the early 「Kookmin」government. This situation, however, was changed after the legalization of teacher unions in 1999. That is, most teachers tend to disagree against the neo-liberalism based teacher policy representing ??the logic of economy??. As such, under the understanding of teacher policy tasks that we have to clear the bewilderment in education practices and the chaos in teacher policy, this study analyzed the unique contexts and characteristics relevant with teacher policy and complicated any phenomena and evaluated policy cases appeared in the process of neo-liberalism casting into teacher policy. In detail, this study evaluated such teacher policies as (1) the shortening of the teacher retirement age, (2) the legalization of teacher unions, (3) the teacher merit pay system, and (4) the comprehensive plans for teaching development. Based upon the results of the evaluation, this study diagnosed turbulent phenomena in and suggested some directions for teacher policy in the future.