The view of education created in schools can be seen to have a great influence on public perception. Ahead of the full-fledged implementation of the high school credit system according to the 2022 revised curriculum, students degree of freedom in subjects according to their career path is expanding. The number of students enrolled in Theory of Education courses will increase. It is assumed that this will affect the view of education of many students. This thesis aims to seek improvement directions by critically analyzing the curriculum of “Theory of Education”, which is currently organized as a liberal arts subject in the 2015 revised high school curriculum. As a result of the analysis, first, the distinction between the Theory of Education and education was insufficient, and there was a problem in the discussion of the regulations and values of education itself. Second, the history of schools was defined as the history of education, and there was a problem with its category and scope. Third, there was a problem of duplication of content with other subjects. As for the future improvement direction, first, it should include the regulations for the education itself and the contents of its purpose. Second, it is necessary to describe the history of education itself, not the history of the school. Third, it is needed that the domain of Theory of Education itself, not the theory of other disciplines, should be included as the content domain of Theory of Education.