Previous studies on art therapist education have focused on identifying the required competence or expertise and proposing directions for overhauling the curriculum and qualification system. Literature discussing the epistemology and teaching methods of art therapy from the perspective of learning theory is therefore hard to find. This study’s objective, based on the two perspectives of “learning as knowledge acquisition” and “learning as promoting social participation,” was to review previous studies to explore the current status, limitations and directions to be pursued in the field of art therapist education. The study results showed that the existing art therapy curriculum is a process that comprises experiences of theory and artwork and that learners are aware of the large gap between theory and practice. Although some students specializing in art therapy go on to become experts through practice and supervision after completing the regular curriculum, trainee experiences vary according to individual, group, peer, and self-supervision methods. Moreover, journal writing and response work were proposed as useful ways to improve their expertise. However, it was confirmed that teaching theory, strategies and benefits for learners were not considered. This study suggests that teaching-learning theories can provide a useful frame for evidence-based art therapy education and that research on teaching-learning models that take into account the characteristics of art therapy should be considered.