This study aims to identify the actual operation of the IB PYP curriculum in both Korea and China through in-depth interviews with teachers from both countries and to analyze the characteristics of the two countries’ PYP curriculum systems to explore the implications of bilateral education. To achieve this goal, the researcher must address several research problems. The study utilizes literature reviews, case studies, and in-depth interviews to compare the IB PYP school curriculum in China and Korea. Through comparative analysis, the study examines the similarities and differences in the development of the IB PYP curriculum between the two countries, focusing on subject organization, teaching methods, evaluation methods, and teacher professional training. The implications of the PYP program for basic education reform in China and Korea may currently be somewhat ideal and theoretical. However, the study reflects the author’s enthusiastic hope for revitalizing basic education in elementary and secondary schools. The research acknowledges that the implications are not fully practical yet but emphasizes the importance of considering the insights gained through the comparative analysis of the IB PYP curriculum. The study contributes to the broader conversation on education reform in both countries, offering valuable insights into potential areas for improvement and development.