This study has its purpose of providing basic data and information for improving the special school curriculum by suggesting the discourse on the expansion of special school vocational curriculum in Korea based on internationally comparative study between Korean special school vacational curriculum and Japanese special school vacational curriculum, focusing on finding a way of expanding vocational subjects through consideration and review of the current vocational education structure in the special school curriculum. For the purpose of this, this study researched the special school vocational curriculum at the national level in Korea and Japan and the vocational curriculum at the school level focusing the examples of high schools for visual impairment. The results of study are as follows: First, it was found that the current special school vocational curriculum in Korea are lacking in consideration for the properties and requests of various disabilities and the number of courses and subjects available (18 courses in 9 subjects) is significantly limited. For example, the result shows that the vocational curriculum for special education students in Japan are 77 courses in 12 subjects and the specialized(vocational) curriculum for general students in Korea who show almost identical quality in the level of development and performance capability are 448 courses in 10 categories. Based on this finding, it was found that the number of vocational education subjects and courses for students in Korea who need special education are significantly limited compared with their various types of impairments and selectable occupations. Second, the elective curriculum serves as provision of various opportunities. For this, it is suggested that the special school vocational curriculum in Korea must provide more opportunities by organizing and forming various elective subjects and courses for student with disability in curriculum of the national level like specialized elective subjects in the option-centered curriculum of general schools or the various vocational curriculum of special schools in Japan. Third, it was suggested that, as a specific improvement method, it is necessary to seek a drastic expansion of the scope and number of vocational subjects and courses for the students who currently need special education and to consider a plan for organizing curriculum which can provide more in-depth and professional vocational education to the student with disability by converting the detailed courses that are categorized by subjects in the current special school vocational curriculum into regular subjects like ‘Medical Massage’ subject. Fourth, the suggestions for improving the special school vocational curriculum are as follows; i) reorganization of the vocational curriculum which are not organized in the special school vocational curriculum at the national level but which are internally organized in many special education schools(classes) into a new vocational education curriculum at the national level, ii) as in case of Japan, the identification of a plan for expanding various kinds of vocational education curriculum other than ‘Medical Massage’ for the visually impaired students who have no choice but to select the vocational curriculum limited to ‘Medical Massage’, iii) the establishment and expansion of various vocational subjects for students with mental retardation, and iv) in case of the vocational subjects established by schools, the provision of various supports according to organization of new curriculum (such as provision of additional teachers, development of course books, provision of funds for publishing such books, etc). Key words :Special school vocational curriculum, Curriculum of special schools, High school elective curriculum, Majoring course curriculum in special school, School for the visually impaired