This study attempts to make comparisons of the color education carried out in the two Koreas and China from the viewpoints of color principle, color contrast/harmony and color sense. It appears that South Korea and China maintain similar contents and system of color education, while in North Korea it is just regarded as a tool for protecting its regime as in other things. In the case of South Korea, the color education at schools as part of fine arts classes was started during the imperialist Japan and has adopted color theories of Europe. Amid the higher interest in industrial designs in recent days, qualification standards for colorists have been established and the color education has been made diversified. Thus, the color education system now stands on a firmer footing. Looking at China, the color education at schools has adopted color theories of Europe, segmenting it into color physics, color physiology, color psychology, color contrast/harmony and traditional color theory,and adopting the terms, such as painting colors, design colors, natural colors and abstract colors. In the case of North Korea, its color education is based on socialistic realism, not open to the international standards. Its color education is just intended for the use of making slogan posters and placards in the interest of the regime. In consideration of the foregoing, this study suggests that the nation's color education should be carried out in the following ways: first, critical and developmental theories should be accommodated in an open way; second, scientific color research should be activated in a way that fully reflects the nation's history and traditional culture third, a joint committee for color research should be set up between the two Koreas for rearrangement of color-related terms and color education guidelines in preparation for national reunification.