Anti-communist Ideology is the results of the division of the Korean peninsula and the cold War. In spite of the end of the cold war, this ideology exists till now. How is it possible and What does it make immortal? In order to exist for a long time, it needs the agents on which it relies for possible reproduction of itself. One of these agents is the school. If so, when did it introduce the anti-communist education? What was the character of it? What form did it change into? The purpose of this study is to answer the previous questions. The main point of this study is the New Education Movement(NEM) and the schools which accepted this movement in active participation. The NEM tried to clear out the ways of teaching that had been exercised during the Japanese colonial period and the school after 1945. The development of this movement into the curriculum reform movement in the early 1950s, influenced the Department of Education into declaring the first curriculum decree. It introduced the Anti-communist education for the first time. Although Anti-communist education was introduced in such a way 35 hours in a year should be devoted the teaching of Anti-communist activities, the ways of NEM was not changed. The primary schools in 1950s created a children's determination range far larger than that which had effect during the Japanese colonial period, therefore permitting the children to determine and manage their own lives within the schools. Anti-communist education was taught only when the self-reliance of the children was protected. The Anti-communist education of the second curriculum decree was much more strengthened than the one of the first decree. The Self-reliance of the children was weakened in order to instruct the Anti-communist. Knowledge was taught apart from the activities of the children and the children lost their self-reliance not only in class but also in their lives of the school.