This paper analyzes the trend by means of two categories, form and content, to examine the tendency of Korean Education for Chinese Learners. First, the study reviews the research trend by year and by types in a formal category, and it examines the research trend by topics and by methodologies in a content category. The materials for the subject of this study are total 1,288 papers. Looking into the publication dates, the papers have rapidly increased in the 2000s, and 176 theses, 217 academic journals, and 23 books were published. With the increase in quantity, the topics and methodologies of studies published in the 2000s have been diversified, compared to the 1990s. It can be in line with the overall tendency of studies on Korean education. In addition, the characteristic of studies having been conducted since 2010 is that theses have rapidly increased in quantity. This has relevance to not only the increase of Chinese students in Korea, but also it is closely associated with the situation in China. While there were only 4 universities establishing the department of Korean studies in China before the diplomatic ties between Korea and China, universities establishing the department of Korean studies have greatly increased after the diplomatic relations. The analysis shows that the studies related to Chinese learners are mainly dependent on literature reviews, surveys, and experiments (quantitative research) in respect of methodologies. As future research considerations, first of all, the discussion on Korean education for Chinese learners should be more specialized and in depth. Second, most Chinese learners have the academic purpose to enter either an university or graduate school, but studies for the academic purpose for them are not large in number. Therefore, the Korean studies as academic purposes for Chinese learners should be actively conducted in order to make them not have difficulties in studies when they go on to university and graduate school in Korean. Third, it is a time for diversification and specialization. Among the 11 topics discussed in this study, ‘the content of Korean education’ have been the most often discussed. However, in be specific, the studies on current status of Korean education in China and on the teaching methods of grammar, vocabulary, and pronunciation account for the vast majority of published works. However, in accordance with the trend that the main issues in recent Korean education have shifted from teacher-centered to learner-centered, the studies on Korea education for Chinese learners should broaden the various scope of topics focusing on learner-centered. Lastly, the lack of diversity in methodologies can be pointed out as an improvement issue for future researches on Korean education for Chinese learners.