There is recently a growing need for applying the learning organization concept in school settings. In the United States, the necessity and advantage of applying the learning organization concept to schools is advocated from two reasons: an alternative to the limit of existing school reform movement and a strategy leading to teacher professional development. Reviewing the existing reform policy or school context of Korea by the lens of learning organizations, the researcher presented three theoretical implications for the improvement of Korean schools toward becoming learning organizations. First, the new strategy needs to be developed, which applies the disciplines of learning organizations in the future because the existing educational reform based on the centralized and hierarchical approach have not leaded to successfully school change. Second, transforming schools into learning organizations is a key to increase each school’s capacity to adapt to its current environmental change and reforms required by the central government. Third, because existing teacher training programs are usually away from school contexts, a new in-service training system for teachers is needed to improve their professional, which includes teacher learning as a daily occurrence in teachers’ workplace, problem-based learning, and team learning.