This study aims to suggest basic Chinese-to-Korean post-editing guidelines for use in the classroom. To this end, various post-editing guidelines are analyzed through literature review. Based on this analysis a English-to-Korean post-editing guideline is chosen, and applied to a Chinese-to-Korean translation practice of undergraduate students. Students carry out post-editing assignments by referring to the suggested guidelines, and their post-editing assignments are analyzed to see whether the guidelines is applicable for Chinese-to-Korean post-editing. Based on its findings, this study tailors the guidelines to suit post-editing training needs, and suggests Chinese-to-Korean post-editing guidelines with pragmatic examples. The implication of this study is to put forward a first Chinese-to-Korean post-editing guidelines for use in the classroom based on an empirical method.