The purpose of this study was to measure the level of knowledge (recall), understanding (ability to explain) and attitudes toward learning specified Bible doctrines in two treatment groups of elementary Korean children. Group one was taught using traditional (lecture- and discussion-based) methodologies only. Group two was taught using both catechetical (recitation- and recall-based) and traditional methodologies. Differences in knowledge, understanding, and attitude toward learning mean scores between the two groups were computed and analyzed to provide guidance in the use of catechetical methods in Bible studies with second to fifth grade Korean children. Twenty Korean elementary children, grades two through five, and members of the Binnerri church in Richardson, Texas, were randomly divided into two experimental groups. Each group studied specified Bible doctrines in four weekly sessions, October 18-November 8, 2020. During the last session, children were tested for knowledge and understanding of the material, as well as attitude toward the learning process. It was the null hypothesis of this study that the two specified groups would not differ on knowledge, understanding or attitude toward learning scores. The null hypothesis was tested at a significance level of five percent ([alpha] = 0.05). The "Intellectus Statistics" statistical program provided a computed t-value and a probability of attaining it. This was compared to alpha ([alpha] = 0.05). The probability of the computed t was less than a for knowledge (p = 0.028) and understanding (p < 0.001) scores, so the differences were declared significant. The probability for attitude toward learning (p = 0.21) score was not less than a, so the difference was declared not significant. On the basis of these twenty Korean elementary children, it was found that catechetical methods improved both knowledge (recall) and understanding (meaning) of biblical doctrines. These improvements in knowledge and understanding from the application of catechetical methods did not impair their attitude towards learning. This study supports the intentional inclusion of catechetical methodologies in teaching approaches with Korean elementary children as they establish knowledge, support understanding, and do not impair attitude toward learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]