In the past, one of the features of the history education is repeating the same contents throughout elementary school, middle school, high school. East Asian subjects can help expand the insights of relations among Korea, China and Japan. There are two kinds of textbooks currently being used at the high school. They might be corrected and made up for the weak points as follows. First, it is a substantial problem of topic-centered description. Topic-centered description can help students build the power of comprehensive understanding beyond the historical events. Chunjae edition concentrated on topics and subjects, Kyohak edition contains too many contents. It is required to adequately adjust the balances between the content and subject. Second, the way to describe the exchanges among East Asian countries is not proper. Describing the population, urbanization, and culture, it is difficult to look at the contacts and exchanges among East Asian countries. We cannot find the relations between social changes and them easily. The basic figures of population in the textbooks is different 18 million in Kyohak edition from 16 million in Chunjae edition. The writers might have used different materials or interpreted the same materials differently. Anyway, the two textbooks should have discussed and arranged with the basic figures. Third, the two textbooks should think over the connection between the East Asian history and Korean history course. It is also related to the issue of the terminology used in the textbooks. The textbooks` sectionⅣ and Ⅴ are not explaining Imjin (Chosen-Japan)·Byeongja(Chosen-Qing) War in 1592 War and the nation-state sufficiently, even though those things have not been described in Korean history course. In this way, the students can be confused by the different or unfamiliar terms. When you think about the problem of connection between two subjects, this problem needs to be improved. I have proposed some improvements in the description of Qing period in the East Asian History textbooks. But the parts to be complementary remain. East Asian History course originally have been established for the better understanding of neighbor countries. To help students broaden their view of East Asian History and understand Korean history from the perspective of world history, we should analyze the era besides the Qing dynasty period. You can also listen to a wide range of opinion from the view of students, not the teachers. The more the gap among students, teachers and writers is disappeared, the better the East Asian subjects would be able to achieve the initial purposes.