The Purpose of study is to identify the tendency of the Myers-Briggs Type Indicator(MBTI) for 1997-2004 of social work students in Kyungsung University. This study\'s theoretical frameworks are C. G. Jung\'s psychological type of the University students. The study\'s subjects are 610 students attending a course of human behavior and social environment at social welfare department in Kyungsung University for seven years. The analytic methods of the research used SPSS/Win 11.0 used Average Scores, Standard deviation, and X2 analysis for MBTI of the university students. The result of this study are as follows: The first, K University students\' type is revealed as ISFP for the main MBTI type. The second, the order of priority of MBTI types are ① ISTJ(14%), ② ESTJ(11%) ③ ISFJ(10.6%) ④ ISFP(10.3%) and IS types are 35%. The third, social work students\' I(57%) trend is 14% higher than E trend(43%), S(75%) trend is 51% higher than N trend(24%), F(54%) trend is 8% higher than T trend(46%), and P(51%) trend is 2% higher than J trend(49%). The fourth, because of students of social work students in K university prefer introversion to extroversion, they wants to arrange times of intrinsic thinking of itself. Professors of K university are necessary to offer opportunities of hearing, observing, and studying beforehand, to offer more of having a try for thinking times than of immediately requiring their homework findings. The fifth, it has turned out that, among the four orientations of the MBTI preferences, the sensuous type is more strongly preferred than the thinking type in thinking/sensing. This means that students tend to like watching and confirming with their own eyes. Therefore, the effectiveness of study increases when audio-visual materials, counselling room and presentation are used for the teaching method of direct demonstration, and also when many clinical cases are introduced. This type of students likes to be objective as well as to confirm with their eyes. but they prefer the emotional type. So, a humanistic approach of teaching in a warm and cooperative atmosphere of class may be more helpful than a logical approach in a formal atmosphere. In this sense, a small-group classwork can be recommended. In a harmonious small-group, all students can cooperate to produce some results. When both preferences of the emotional type and the cognitive type are combined, it is necessary to use such teaching media as role-play, powerpoint and all kinds of video materials that may be something new to students, and that help make them more interested and concerned than the regular methods of teaching. In sum, students of social welfare can be taught more effectively through the methods as follows: The first method is to let them have some direct experiences that may make them interested and concerned in a rather relaxed atmosphere. The second one is to use the methods of confirming with their eyes, such as audio-visual materials, video materials, presentation, counselling room, direct clinical cases. The third one is to organize small discussion groups in addition to team teaching, because students would be difficult to be stimulated or encouraged to develop and suggest third alternatives if they were given to internal thinking.