Since the year 2004, paraprofessional system in special education has been enforced in Korea. Paraprofessionals were implemented into schools by government grant. The purpose of the system was of improving educational quality and services for students with disabilities. To make this new system useful and effective, it would be necessary to collect more information about the job requirement and related perception. Thus, this study conducted a survey to investigate the current status of paraprofessional system and their role and job requirement perceptions. The results of the survey presented several facts. First, almost applicants of the paraprofessional position were female adults in twenties or thirties with 2-year college degree or higher educational background. Second, most paraprofessionals were assigned to inclusive classrooms and worked for student with disabilities. Third, when the survey asked them to indicate critical elements for the job, they answered that knowledge and skills of instructional methods were best required. Fourth, in terms of the role, they gave priority to student-safety and health. There was a good distant gap between paraprofessionals\' real senses of the job and the expectations of teachers, administrators, and parents who regarded paraprofessionals as persons sacrificing themselves and rendering services to meet students\' personal needs such as personal physical care. Clarification of paraprofessionals\' role and qualification is very important to provide in-service education and training programs for their practical application. The collaborative relationship between paraprofessioanls and special educators including teachers, administrators, and even parents facilitates the process to clarify the paraprofessional role and requirement.