The problem of the dropout in the modern public education system has recently become important educational issues from the stand points of realization of equal oportunity. However, there was, in fact, no concern over the problems of the dropout in Korea. The study on this matter was also regretted in the fields of educational research, in spite of importancy Therefore, the purpose of this study was (1) to investigate and analyze the causes of student dropouts in the middle schools and (2) to seek the ways for preventing student dropouts. To accomplish the above purposes, the analysis of statistical materials collected from the Ministry of Education and each Board of Education throughout the country was done. Three samples were taken from three populations for the purpose of interviews and questions. They were (1) students who left middle school before graduation, (2) class-room teachers who teach in the middle schools, and (3) school administrators of the middle schools. Concerning the cause of the dropout, the following results were found: (1) The home background was the most significant cause of the dropout. Of the home background the most important factor was low socio-economic, and the next one was parental attidtude towards education of the children. (2) The dissatisfaction with school was the next major important causal factor in dropping out of school. This factor included dislike for teacher, dislike for a certain subject, punishment, failing, not getting along with other students, and tuition collection by force of teacher. Among those factors punishment, dislike for teacher and tuition collection by force of teacher were significant. (3) The contact with maladjusted friends was the third major causal factor in dropping out of school. The rate of dropouts were significantly higher in friends out of school than friends who stayed in school. (4) The significant period of age and grade at time of leaving school turned out fourteen to sixteen and second grade respectively. This would be probably coured by psychological reason. Concerning preventing the dropout, school administrators and teachers were almost not interested in, even thought they were interested in the problem of the dropout. They indicated several reasons which they could not be interested in preventing the dropout. They were parental indifference and misunderstanding, large class size, heavy load of school works, and no relationship between school and home. On the basis of the above findings the following suggestions were made: (1) Parents should give much attention to the children in terms of understanding school education and giving children emotional stability. (2) Teachers should not give punishment to students and not collect tuition by force. Also fare treatment are needed. (3) The early identification of potential, dropouts is needed. Identifying the potential dropout is probably the single most important factor in any other program geared to prevent school dropouts. For this, professional counselor should be appointed in each school. (4) School curriculum should be planned and operated according to the individual difference. (5) Some education system are needed to give another opportunity for dropouts to come back school.