The purpose of this study was to examine the educational needs of art teacher education programs at the undergraduate level In Korea. Special attention was given to Korean art educators' attitudes toward prospective art teacher training programs with respect to professional development and student needs. The procedure used this involved re-viewing literature and conducting field research. A questionnaire was employed to determine the opinions of 42 selected Korean art educators regarding the art teacher education programs and needed changes. Data were collected by means of a random nation-wide questionnaire survey, of the 50 questionnaires mailed, 42(84%) ware returned. The responses to the 26 items of the questionnaires were statistically illustrated of 26 tables and grouped according to public institutions(19 faculty members) and private institutions(23 faculty members). Conclusions were derived from the questionnaire s response data and from the study of current Korean art teacher programs. Secondary sourees, such as Korean university bulletins and catalogs, departmental brochures, and Ministry of education directories, were used as supporting data. The Standards and Guidelines set forth by the National Art Education Association and the theoretical approach of Discipline-Based Art Education were used as recommended models for art teacher training in Korea, In most cases. the productive component of Korean art teacher training programs met or exceeded the criteria suggested by the Korean faculty samples and NAEA standards. The differences between Korean public and private institutions were noted. In a large percentage of cases? Korean requirements in the appreciative component did not meet recommended standards. Also, supplemental art courses were rarely available to art education majors. A lack of emphasis was found on. the behavioral and humanistic component of Korean at teacher training programs. Psychology and sociology were required by a low percentage of colleges and universities, although the majority of the faculty sample perceived the necessity for behavioral end humanistic studies. Anthropology was not a required or any Korean college or university. Most of the current Korean art education institutions failed to meet the minimum standards suggested by the faculty samples for art education the ory and methods courses. Also, the content of art education courses was found to be lacking. Korean art educators suggested the active involvement of students in field as effective cooperation between the art education department and the selected off-compus educational setting. Finally, recommendations were made regarding selected improvements in the art teacher preparation programs at the undergraduate level in Korea.