The first enactment of special school curriculum for the students with mental retardation was established in 1974. After the 3rd amendament since the first enactment, the 7th amendament of curriculum was officially anounced in June 30, 1998 in which the educational goals, contents, teaching methods, and evaluation were developed from the old curriculum. The purpose of this study was to search for the developmenal directions in physical education curriculum based on the analysis of curriculum transition from the beginning of curriculum for the students with mental retardation to the current curriculum. The results of this study were revealed with the following characteristics in the 1st, 2nd, and 3rd curriculum amendament and those were newly supported by the 7th amendament as follow: First, no teaching methods and evaluation were found in the general construction of the curriculum upto the 3rd amendament. Second, there was no goal related to the cognitive area before the 7th amendament. Third, no systematic curriculum was found in the motor developmental area and the criteria was limited upto the 3rd amendment. Fourth, the guides for the teaching and evaluation were not found upto the 3rd curriculum amendment. However, the general construction of curriculum was established in the 7th amendment of curriculum. The generality of public education and specialty of special education were well reflected in the new curriculum as well. The learning system for the stepwise level were created based on the student`s status as well as the ecological functions. Although the supports and assistant contents of the new curriculum were prepared, the title of class fixed as "Health" resulted in the failure of the unification with other classes` titles and the failure of easy readiness for the mainstreaming of physical education curriculum.