The entrance examinations in Korea have been directly or indirectly responsible for Korean students' ability to advance into higher social status and achieve success in life. However, it has been continuously pointed out that the entrance examination used in Schools of Art in Korean universities has not functioned as an appropriate testing tool for assessing the capacity of students in Korea. This paper examines the present condition of the entrance examination in Schools of Art in Korean universities and asserts the need to reform the existing entrance exam. The following research questions have been used: What is intelligence in visual arts? Have Korean universities developed appropriate tools to assess intelligence in the visual arts? The entrance examination that is used to assess students who wish to enter a School of Art in a Korean university is meant to assess one's talent in the visual arts. However, art education scholars have been debating the appropriateness of this exam, as it is difficult to assess someone's 'talent,' and, throughout the history of education and art education, they have not arrived at any consensus regarding intelligence in the visual arts. For example, Joseph Renzulli asserts that one's capacity, creativity, and pertinacity are the key to achieving a certain purpose in the discipline. Howard Gardner lists seven different intelligences of the human being: linguistic intelligence, musical intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, personal intelligence, and socialization of human intelligence through symbols. Since 1921 's symposium in Korea, there have been diverse arguments regarding human intelligence. However, we still have not arrived at any conclusions regarding what human intelligence is. In this context, intelligence of visual art has been argued in several ways: Victor Lowenfeld argues that intelligence of visual art can be achieved by intelligent, creative,