When children reach five years of age, most of them have experienced some form of schooling in contemporary society, regardless of their own intentions. These children are expected to leave their familiar home environment and adjust to a different culture, the classroom, where there are a variety of new restrictions and regulations. What is it like for young children to go to school? What meanings do they give to their experience? This study was proposed to seek an understanding of children`s own rich and lived experiences as a whole, instead of identifying general tendencies or developing propositions to explain observable and measurable behaviors. In order to unfold the deep meaning structure of schooling for young children, I entered into the concrete life-worlds of three Korean Children as they entered kindergarten in September, 1985. During the period from August to December of that year, I participated in their world by talking with their parents, observing and sensing their real actions and feelings in the classroom, and having occasional conversations with them. In order to understand their experiences in a wider context, I tried to get assistance from other sources such as the pictures they drew, the teacher`s comments, photographs, and so forth. As I delved into the deep meanings of three children`s life-worlds, I tried to re-tell their experiences of beginning schooling with the vividness they lived through. On the basis of their lived experiences, I attempted to let significant themes emerge as they related to educational concerns and practices. The themes identified were: `I have long leg`(feeling of grown-up);`I did nothing`(`nothing` as it related to school activities);`where are we going?`(loss of self in the time schedule and evaluative criteria);`Can you hold my hand?`(wanting to be affiliated with and noticed by other classmates);`She is nice`(The teacher is nice). Finally, I tried to refliet upon the dominant conception of childhood which undergrounds the previously discussed educational practice. In our efforts to improve educational practice, an attempt to search for the proper place of children in educational practice is made. Finally an education for children is suggested and discussed with relation to the notion of pedagogical tactfulness.