This research aims to investigate how the curricula in the overseas Chinese schools in Korea, which are designed to reproduce and maintain the identity of a minor ethnic group, have changed. The overseas Chinese society in Korea has been faced with several factors that demand it to change: the rapidly changing world situation, the changing policies in Korea, the change of the identity and educational policy in Taiwan, the influx of the new generation of overseas Chinese, and its effort to be assimilated in the Korean society. In order to respond to various demands of change, the overseas Chinese schools in Korea transformed their curricula. To demonstrate the aspects of change, this research made a comparison between the curriculum in 1995 and that in 2007 at Hansung Overseas Chinese Primary School. The curricula in the overseas Chinese schools show that the overseas Chinese try to maintain their ethnic identity. Primarily based on the educational system in Taiwan, the curricula admit nevertheless variations appropriate to the actual situation of overseas Chinese in Korea. Below are some methods that the overseas Chinese schools take to maintain the ethnic identity. Reinforcing Chinese courses: 10-14 hours per week are allotted to Chinese courses. As children are likely to speak Korean more and more in everyday life, speaking Chinese at school is accordingly being reinforced, and the education of Korean and English is relatively neglected. Due to the curriculum focusing on learning Chinese, the overall course hours has been also increased. Teaching National Martial Art: All children from the first to the sixth grade learn Chinese traditional martial art. These are several problems in the education of overseas Chinese and proposals to solve them. Firstly, the overseas Chinese schools do not have the curricula in a written form. They would need to provide the more systematic and official conditions of education. Secondly, while they make their best efforts to teaching Chinese, the overseas Chinese schools might also have to offer effective Korean courses. Thirdly, the social studies courses offered in the overseas Chinese school do not deal with the local and actual characteristics of the society that children currently live in and must thereby learn. What is needed is not only the education for the understanding of society and culture in general but also that for the understanding of the local society to which children belong. The discussions might have to be preceded on the levels of the social studies education for overseas Chinese children, and then, Korean educators would also have to show their concerns for this matter in order to develop the adequate curriculum. We should acknowledge and even encourage overseas Chinese, who contribute to the diversity of the Korean society, to preserve their identity and to claim rights. The overseas Chinese in Korea have formed their own identity, which is neither same as that of Korean in the main stream society, nor that of Chinese in the main land and that of Taiwanese. They are continuing to form their identity and will continue to. The overseas Chinese schools must continuously transform themselves through more practices and researches. Key words: overseas Chinese, identity, education