The purpose of this study is to find a direction for a teaching artist program and arts & culture instructor system, intended to enrich arts and culture in Korea. Teaching Artists in Schools is aimed to enhance arts and culture education at schools by making subjects more rich and diverse. Arts educators of various fields are dispatched to elementary, middle and high schools across the country to teach arts and culture. In 2012, 4,263 arts educators from 8 areas participated in arts and culture education nationwide. Despite of these quantitative growth, there are many problems remain. This article analyzes the teaching artist cases of United States, United Kingdom, Japan, France, Canada and Finland to find a direction for Korea National Certificate of Arts & Culture Education Instructor system and Teaching Artists in Schools. In the conclusion, three meaningful implications for Korean art education are suggested: First, Since the availability of teaching artists to schools and classrooms has contributed to arts integration in the U.S., it can also be considered a possibility of the art integrated education by teaching artists in Korea education field as well. Second, the classification of art genre should be reconsidered so as to reinforces traditional-cultural art and embraces diverse artistic professionalism on art and cultural area. Finally, The teaching artists role and its identification should be clearly defined for the system in Korea. Especially, school teachers and teaching artists partnership for co-teaching is needed to be a means toward deeper instruction and meaningful learning.