Korea has been proceeding Educational Welfare Policy, Investment Priority Area for Educational Welfare, in Seoul and Busan, and has chosen four more areas this year. This policy has achieved some improvements in Korean educational welfare. However, it also has shown some problems and needs discussions on them. From the beginning of this policy it was not clear what the nature of this policy was and what social philosophy it based on. This study, first of all, tries to explore the theoretical perspective and social background of the French policy called 'ZEP', Zones d'Educations Prioritaires, to compare it to Korean educational welfare policy. Secondly, by comparing them it also evaluates Korean policy and seeks to find out possible implications of the French policy on Korean one in solving its limitations. The research has found that Korean educational welfare policy provided the integrated program for the disadvantaged in urban areas and contributed to extending educational opportunities for them. By the integrated program it means a collaborated effort to associate cultural, institutional, and governmental support with the compensatory educational program. In spite of this contribution the policy has limits in selecting the disadvantaged areas and subjects, and unavoidably has self-fulfilling prophecy on the subjects in those areas. It was also problematic that overloaded responsibility of the teachers in those areas was asked and that it lacked cooperations among the governmental departments. According to the research findings, this study suggests that there needs support and incentives for the teachers in the disadvantaged areas, and cooperation among the governmental departments, and between the government and the community. Above all, there must be provided legal efforts to avoid the above limitations and to provide actual improvements for the disadvantaged's real welfare.