This study examined the educational beliefs held by a group of 125 undergraduates in a Korean teacher training institution who were surveyed on the ideal purposes and 11 broad goals of schooling, their perceptions of the real purposes and specific goals of schooling in Korea, and their perceptions of various influences on their beliefs. Findings suggested that progressive and liberal beliefs are the dominant ideal among teacher candidates, but that conservative beliefs are perceived to be driving schools in Korea. The gap between the ideal and the real in Korean schools is greater as perceived by Korean students than the gap between the ideal and the real in American schools as perceived by teacher candidates in a previous California study. A gap was also found between the ideal and the real regarding the broad goals of schooling, with the most emphasis assigned to self-realization and creativity by the students, but the least emphasis given to those goals in the schools, where intellectual development and basic skills education are perceived to be given the most emphasis. Prior experiences in lower schools is the most important perceived influence on both Korean undergraduates and U.S. teacher candidates' beliefs and values about schooling. (Author/ND)