In the age of globalization beyond international aid international cooperation is one of the world`s biggest issues. It is how we understand each other`s background and build diplomatic relationships of mutual benefit. When international cooperation occurs a variety of communication types appear. The writer of this article works at a university in Peru as an international cooperator. This article will show examples of care and communication through music education among college students primary school students teachers and the general public of Peru. There are some challenges to face when teaching music to Peruvian students. For example in general the skill level of most college students are not at the same level as Korean students because they have not studied music from a very young age. There is also a tendency for the students to give up easily if they do not think they are up to the challenge. Finally despite being interested in new culture many Peruvian students do not have a strong understanding of Asian culture. For instance many people in Peru think that all Asians are from China or Japan. This report aims to demonstrate the concepts of Care and Communication through music education. I taught college students who majored in music in a choir class at the Faculty of Music of Universidad Nacional de San Agustin in Arequipa Peru in the field of international cooperation. After creating a syllabus for the choir course based on the concept of competency at OECD in order to practice Care and Communication my students and I polished their communication skills music skills and I focused on Care and Communication with respect to a series of exchanges with other groups and independent activities. At first I presented three challenges: 1) What kinds of Care and Communication will appear during the process of achieving lesson objectives and goals? 2) Is the concept of competency a meaningful theory in Care and Communication? 3) Is it possible to suggest a model of Care and Communication in music education based on concept of competency? To resolve these issues we have been working through several activities. First of all in the case of the students who do not have musical skills and knowledge I created theory materials and choir music sheets. In Peru there are not very many books about music theory. After learning basic theory and practicing many times they realized they can do it if they try hard enough. Their mind and goals changed. This shows that a little care can change people. In the first week students could not read the music scores but now they can. To demonstrate what my students were able to achieve we had a concert. We played ``Do Re Mi`` and ``Arirang.`` There is no piano in the elementary school where we visited so we used guitars cellos viola soprano recorder and brass band. The attitudes by students toward music has changed and now they understand that through music we can communicate with others. We planned a concert for the general public. Students practiced by themselves and the concert was a success. My focus was to find the answers which proved to be as follows: Firstly it showed that a variety of Care and Communication appeared within a variety of groups during the process of achieving lesson objectives and goals. Secondly the concept of competency is indeed a meaningful theory in Care and Communication. Lastly I suggested the model of the Care and Communication concept in music education based on concept of competency. Communication starts with the interaction between you and I. However in the macro perspective it can affect national development via international cooperation. Care and communication are important factors these days. As part of the international cooperation initiative I educated students who will be experts of music. I used diverse musical activities to communicate with them and to change their consciousness and behavior towards music and I expect that the diversity of these challeng