This study aimed at examining the suitability for the needs of textbook users, especially school teachers, about art textbooks, and suggesting the ways to reform the textbook policies. First, while elementary school teachers showed a high level of dissatisfaction with government-authorized art textbooks, middle school teachers revealed a high level of satisfaction with approved art textbooks. The reason was that elementary school teachers have much more difficulty in evaluating and selecting high-quality ones out of many kinds of art textbooks since they have been accustomed to government-copyrighted art textbooks. Second, in terms of combination of art textbooks for two grades into a single volume, elementary school teachers showed that it is not appropriate for elementary school system in which teachers deal with one grade for a year. Middle school teachers, however, presented a positive opinion that it is suitable for the middle school system in which art teachers generally teach across the grades. The policy of combination of art textbooks into a single volume needs to be reconsidered to be effectively applied within the elementary school system. Third, both elementary and middle school teachers were positive about less regulations for the other physical features except the kinds of paper for art textbooks. They, however, held negative attitudes toward varying textbook sizes and thickness, the increase of art textbook purchasing cost, and the use and keeping of art textbooks. More detail measures concerning the minimum regulations or the categories of autonomy in developing art textbooks need to be provided for complementing the shortcomings.