The study pursues the question whether it is possible to develop education by education itself and, if possible, what process it would be. Although it is heavily emphasized that education is an important means for political, economical, social, and cultural development, we often fail to put the same emphasis on the fact that education itself would be the end of individuals and society. As education is an important field in the human life in its own right, it should also be the object of our concern to be developed as importantly as other fields. Among many methods, one intriguing idea would be to apply the educational logics and mechanism to the development of education in the same way that they are applied to the development of other fields. There were some scattered arguments about the possibility, but no real progress has been made to substantiate the idea systematically until a theory of ‘meta-education’ was proposed as a part of exploring an endogenous theory of education, which claims that sine education is an autonomous realm, it should be understood by independent concepts and researches distinguished from those of other heterogeneous disciplines such as philosophy, psychology, sociology, etc. As new concepts and ideas have been introduced to reveal the logics inherent to education in this area, meta-education is claimed to be a self-regulated built-in mechanism to maintain the identity of education by itself. This idea is contrasted with the conventional claim that it is inevitable for education to rely on helps from other fields for its development. Meta-education does not deny the importance of support from various fields, but it is claimed that the former is more essential and needs to be preceded to the latter. With this conceptualization as an analytic scheme, this study reviews lifelong career and devotion of C. R. Rogers, generally known to us only as a psychologist who invented client-centered counseling. This study reveals that such a popular understanding is only one aspect of his life. He also made tremendous and outstanding accomplishments in meta-education. By his constant educational experiments throughout his life, Rogers invented and proposed what is called ‘the person-centered education’, which is, in his judgement, a more advanced form of education than ‘the conventional education’. It is particularly remarkable that such evaluation is solidly based on his own experiments and experiences in both forms of education. After realizing through his own learning that the person-centered education is more enriching than the conventional education, Carl Rogers devoted himself to teaching the former education to the people who rigidly followed the latter one. Eventually, his efforts resulted in spreading the new form of education among people under his influence. The main significance of this study lies in uncovering such a remarkable meta-educational fact, which might be ignored due to the lack of an adequate theory.