Objective : This purpose of this study was to survey on the status of supporting center for special education and school-based occupational therapy and to present a way to progress. Methods : Study data were provided by 50 therapy supporting service professionals who is working in school and supporting center for special education through mail, e-mail from January 4th to March 10th in 2010. Results : The most of service professional was working at supporting center for special education in Seoul and Gyeounggi; most frequently served elementary students with mental retardation; and delivered services most often in special class. Practitioners spent most of their work week providing direct services and most frequently participated in individualized education program meeting once a semester or not participated. Goals were targeted students' sensory or motor impairments. 96% of the respondents reported using a frame of reference; sensory integration theory were used most often; suited the population of children was reason for using frame of reference. Professional development activities and resource was reported by practitioners was journal/books, personal money and unpaid release time most frequently. Conclusion : Policy support and improvements are necessary for school-based occupational therapist to best practice. It is also need a regular education, seminar and school-based occupational therapy related study to consolidate school-based occupational therapist's role and professionalism.