The purpose of this study is to analyze the legislation process of the Local Education Subsidy Act 2000 through the policy network theory to discover the characteristics of the decision process of education finance policy. The analysis results of the policy network analysis elements are as follows. First, the revision process in 2000 changed the leading actor from stage to stage. Agenda-setting was led by civic groups. In addition, we were able to focus on securing education finances by taking an issue-oriented solidarity approach away from the existing organizational-centered solidarity mode. In particular, the peculiarity is that the Ministry of Education did not act in front of the Presidential Commission for the New Education Community using its representative on the issue of securing education finances . Second, the interaction between policy makers has largely shown cooperation. The most prominent cooperative interaction was shown by legislative cooperation between ruling party lawmakers and opposition lawmakers. Third, the revision process in 2000 showed a sub-government model in the revision of the law, although the various participants were the issue network model in the formulation phase of the policy. Thus, we could see that the role of administrative officials was important even when civil society developed. An understanding of the policy network has many implications for our policy reality.