Since the launch of cable TV in 1995, new media such as satellite broadcasting, digital multimedia broadcasting and IP-TV appeared and the use of digital automated and light-weighted video production equipment has spread rapidly. In addition to these changes, consumer-centered 7th national curriculum has increased the number of high schools teaching video production. In February 2008, there was eighty-one schools teaching video production across the country. Most of these schools had been converted from the existing commercial or industrial vocational high schools. However, the conversion of high schools was not successful because of lack of human resources and infrastructure. High schools teaching video production should confront a variety of challenges - the educational content and processes, facilities, and supply of teachers - to realize educational goals. In this thesis I examine the textbook issue that was one of the most basic issues in teaching video production. After comparing and analyzing textbooks about video production focusing on camera operation, I will provide suggestions on textbook development for students. For high schools teaching video production the textbook plays a critical role in teaching theory as well as providing practical training. For the better understanding of video production theory and successful training, I suggest that textbooks deal with the basic understanding of the camera structure, the characteristic of camera lens and camera control such as focus, exposure and white balance.