Erikson modified, expanded the Freudian theory of psychosexual development in his “Eight Ages of Man” shifting the emphasis from the sexual stages to a new theory of psychosocial development. The discription of personality development is based on epigenetic principle. This study is an attempt to review Erikson’s theory of ego identity and from which to obtain the educational implications. In Erikson’s view, personality development(eight stages) is a series of turning points named crisis or conflict, which he describes in terms of dichotomies of disirable qualities and dangers and stressed that a ratio in favor of the positive is to be sought. Among 8 stages of development, 5 stages from infantile stage to adolescence were explained in relation to ‘identity vs. role confusion’ of adolescence. The first stage ‘trust vs. mistrust’ was found to be the most important crisis which effects everlastingly on identity formation. Adolescence has been characterized by Erikson as the period during which the individual must establish a sense of personal identity and avoid the dangers of role diffusion and identity confusion. This implies that the individual must asses what his liabilities and assets are and how he wants to use them. He must answer for himself the questions of where he came from, who he is, and what he will become. Identity, or a sense of sameness and continuity, must be searched for. Identity is not given to the individual by society, nor does it appear as a maturational phenomenon; it must be acquired through sustained individual efforts. The search for an identity involves the production of a meaningful self-concept in which past, present, and future are linked together. Marcia provided empirical supports to Erikson’s theory and expanded Erikson’s adolescent stage of ‘identity vs. role confusion’ according to the consciousness of the ‘crisis’ and ‘commitment.’ She elaborated the characteristics of four types(or statuses) of identity; identity-diffused, foreclosure, moratorium, identity-achieved. Of four types/statuses moratorium is prerequisite to identity-achieved, that is to say, the period of search and struggle for one self is indespensible for establishing ego identity. Schools seem to require adolescents to submit and suppress their creativity, individuality, and identity to the demands of the skill-and knowledge-orin ted curriculum in order to succeed, and thus to be encouraging foreclosure. Teachers and parents should make every endeavor to contribute to the achievement of identity by providing the youth with the common issues of adolescence.