The purpose of this study is to find new ways to improve counselor's professional expertise. This study focuses on specializing the contents and methods in counseling training. First, based on preceding studies, we provide a clear definition of counselor's professional expertise. Second, we classify and propose training contents and methods for graduate students in their differing years of education in the graduate school. Third, we build a form of internship program model that could be used as a part of academic program. In this study, some comparisons with the Internship Training Program in the U.S were presented in the view of the role and the functions of the counseling curricula of the graduate schools in Korea. The biggest difference in the counseling curricula of the graduate schools in Korea and in the U.S lies in practicum courses. Korean graduate schools typically offer two courses for counseling practicum, but no internship is required. That is why this study focuses on the practical side of counseling training (internship) in counselor education. In this context, we would like to propose some tasks to improve the counselor education in Korea. First, there should be different types of theories and internship models for different levels of degree programs. Second, Contents of internship models must be constructed in such a way to match practices in real situations, in which each graduate school finds itself. By considering these tasks, will it be possible to develop proper training models that match the real situation in each graduate school. Also, we would like to propose institutional reforms which will make the efforts to develop internship models easier. First, to secure a stable supply of full-time counselors, there is a need to form a consortium for counselor-training, internship and supervision with related departments, other universities and community counseling centers. Second, once such a consortium is formed, member schools will easily share equipments and facilities which are often in short supply in each school. Third, to reduce the financial problems, the consortium member schools should open up their counseling services to the local residents, then they can charge reasonable service fees. With an income through such fees, they can support the internship programs. Finally, we would like to see each school include an internship program in its curriculum as an integral part of their training. We would surely like to see license-awarding authorities to require each trainee to complete an internship program for a duration of a year or more to get her license. Based on these improvements, we propose the following contents and methods for counselor training in Korea. First, each training program needs to be given a structure. The first step to structuring a training program is to develop a training manual and actions suitable for each center. This manual will serve as the road map for the staff and interns; it will be immensely helpful to know the specific requirements and policies, particularly how the interns would be evaluated by and based on what standards. The manual will also be helpful to limit the intern's responsibilities in relation to administrative policies and procedures. This study could serve as a basis for future studies that examine and analyze the situations and needs of the real counseling sessions. The concrete understanding of the situations and needs of the real sessions gained this study will help us to propose level-specific and school-specific internship manuals that are more realistic and effective. We hope this study provides an empirical basis upon which internship models that fit to the Korean counseling training situations.