This paper examines the actual state of college teachers supplement in Korea right after the Japanese Colonialism, especially centering on the questions of how properly they were selected, treated, and reeducated for better qualifications. These are important factors to measure a successful higher education reform in addition to the establishment of higher education system and adequate management of college curricula. One of the most serious problems with the supplement of college teachers in this period lay in a vague boundary of search committee or the lack of their authority. This state of affairs inevitably produced the consequence of filling the college teaching posts with imperial university graduates, Japan-educated scholars or those who were not fully equipped with appropriate qualifications and experiences for college teaching and research. Thus, there were endless disputes over the qualifications of already appointed faculty, especially regarding their pro-Japanese activities in the past, their colonial teaching methods, their lack of academic expertise and so on. On the other hand, the social and economic treatment of the college teachers was so poor and unstable that it could not even meet the minimum conditions for their research. In the face of this bleak situation for college teachers in this period, the US army government in Korea made a few attempts, but only in vain, to improve college teachers teaching methods, their research expertise, and their teaching conditions. The US army government in Korea now turned to another attempt to enhance the qualifications of the college teachers, that is, the oversea dispatch of new coming college teachers. But this effort ended up overshadowing our task of the times to overcome the vestiges of Japanese imperialism in higher education on one hand, it also paved a way to our Koreans studies abroad, this time mainly in US, for the betterment of our ability to reform higher education on the other hand