Purpose: The purpose of the study was to inquire into the characteristics, and educational significance of PBL(problem-based learning) model in arts education. The study was conducted to demonstrate that the PBL model can be usefully applied to arts education program development. Method: This study was conducted via college arts education planning PBL that were given for 16 weeks, from March to June of 2016. The study had stages of confirmation for design of focus, practice, observation, and evaluation following the action research participation model(Stringer, 2007; Mills, 2011). Characteristics of facts, learning issues, action plans and problem solving and educational meanings of learning activities were deduced from the key problem, ‘arts education program development connected with career exploration,’ through cooperative learning. Result: The first PBL stage is about understanding pertinent facts about the problem itself. Characteristics of various scenes for which multidisciplinary arts education can be applied were deduced and activity goals connected with education themes and career exploration were materialized. During the second PBL stage, plans and efforts to solve problems were made in addition to gathering information and knowledge. Goals were established for systematic approaches to mentoring plans, surveys of educational environment, formation of education members, the possibility to realize educational application, exploration of factors to raise interest in lessons and, ultimately, the utilization of educational tools. During the process, programs were organized considering their connection with career exploration. The last stage for solving problems was devised through research lessons and the exploration of problem solving. Moreover, it was found that visual utilization of media inspired imagination, flexibly through its use of open questioning, proper arrangement of individual activities and cooperative activities, creative utilization of time and space, and thinking and reflection of ‘mind maps,’ not cognition, were important. Conclusion: This study demonstrates that the application of PBL was very useful for project classes of art colleges when connecting theory and training in which teaching artists could actively and initiatively take part in all processes. The PBL model provides theoretical and actual implications to arts education professionals and teaching artists who should develop creative education programs, in all processes, from designing of education teaching plans connected with career exploration to execution, and evaluation of education programs.