This study focused on examination of the recognition about lifelong educator's network behavior and analysis of the relationship between the pattern of network behavior and competency to perform network task and job satisfaction. For this purpose, the following hypotheses were established. First, What is the perception of educator's networking behavior based on lifelong educator's general characteristics? Second, is there any relationship between lifelong educator's network behavior and competency to perform network task. This survey was established with lifelong educators in lifelong education institution over the whole country by the use of both on line and off-line questionnaire. The valid data were collected from 125 lifelong educators. Using statistical package for social science for windows(SPSSWIN, version 15.0), the following statistical techniques were performed on the collected data: t-test, frequency analysis, descriptive analysis, correlation analysis, ANOVA and Scheffe-test. The results of this study were as follows: First, with examining the perception of lifelong educator's network behavior, the major purpose of networking was mainly to collect information and successful task performance. After adjusting for age, lifelong educators had the largest amount of networking behavior with co-worker in their institution. lifelong educator's motives were to accomplish the collaboration purpose and their networking's partners were mostly co-worker in their institution. In addition, with examining the purpose of networking on the working pattern, regular employee's purpose was a successful task performance but irregular employee's purpose was to collection information. Third, this study shows that lifelong educators who actively performed network task had good relationships with their co-work and each group had a meaningful difference on overall every part. It shows that the competency to perform network tasks is related to the job satisfaction of lifelong educators. The suggestions were made as follows. First, in order to improve lifelong educator's specialty, it is necessary to develop measurement instruments on lifelong educator's network task. Second, it is necessary to formulate the policy and plan to improve lifelong educator's specialty. Third, lifelong educators who have licensed should be placed to take a charge of lifelong task. In order to function their effective roles as a local lifelong education base, lifelong educators who have network capacity and quality should be in a charge of lifelong task. And lifelong education institution should systematize and specialize lifelong educator's network task and create the atmosphere to make lifelong educator satisfied.