This paper aimed to analyze the outcomes and questions of the researches about Korea Education at the beginning of modem times. The several related researches are made in the 1990s. Beyond the dichotomy of educational institution - educational thought, the research scope was expanded into the scope of educational practices. The history of school curriculum, school textbook, and teaching method etc. were included among the principal research topics. In particular, the some researches about the Korea traditional education at the beginning of modem times have been made in the 1990s. From the research results, we have realized that the government has tried to reform the SeongGyunGwan. and western knowledge was introduced in the SeongGyunGwan, the traditional university. Geography, mathematics, and english were representative. The question of the characteristics about these reforms are left unsettled up to date. In the other side, the leaders in local community also have made efforts to reform the other traditional institutes. The perspectives and the contents of reforms were different according to their point of view from preservation of the traditional education, the confucian education to introduction of new modem education. At the end of 1980s, two researching tasks were issued: that is, the establishment of positivist methodology and the accumulation of comprehensive researches. The positivist methodology has been made progress to the extent in the 1990s. Diverse historical data has been collected and the chinese or english data has been translated in Korean. The transition process from traditional educational system to modem educational system was examined by several researches. These researches could be classified into 3 themes: that is, the concepts, causes, and theories of modem education. One of the important issues is the autonomy of Gabo Reform. Some researchers have insisted the Gabo Educational Reform has been affected by Japanese Educational System. Others have criticized the argument that the Gabo Educational Reform had imitated the Japanese System. The Korea education had both historical generality & particularity at the beginning of modern times. This perspective is named ``Immanent Theory`` which empathized the autonomy or initiative of Koreans in the educational history.