The purpose of this study is to clarify the characteristics and meaning of the implementation of inclusive education in South Korea through an analysis of the perspectives of general teachers and special teachers who implement inclusive education at general school. To this end, 30 special teachers and 30 general teachers were analyzed using the Q method, which is useful for analyzing subjectivity such as teachers experience and understanding of inclusive education. As a result of the analysis, There were four types of the subjectivity of teachers’ inclusive education implementation: ‘Integrated education type centered on students with disabilities’, ‘Inclusive integrated education type centered on All-students’, ‘Integrated education type centered on students with disabilities’, and ‘Integrated education type centered on All-students’. In addition, each type showed a difference in the area of ​​policy development, education system and placement, curriculum and teaching-learning area, role area of ​​members, and delivery system area. As a result of this study, although inclusive education is a practical alternative for teaching heterogeneous students together, some teachers still consider it possible in the existing integrated education system, so objective research and evaluation of the existing integrated education should be given priority. something to do. In addition, it is revealed that South Korea should move toward inclusive education in the form of inclusive education, but the existing policy of integrated education without a clear direction intensifies confusion in the field, and a comprehensive review of the implementation of inclusive education is necessary. For the implementation of inclusive education in the future, all members of the education must prepare for changes in education in South Korea, establish and implement plans based on understanding and sharing accountability for inclusive education.