By the comparatice analysis of middle school Home Economics curricula in the U.S., Sweden, japan, Taiwan, and Korea, this study attempts to understand the current Home Economics education and to access its trends for each country. Based on the findings of the analysis, this study also seeks to get the major implications of the analysis for the betterment of the Korean Home Economics Education. The main sources of information and data analyzed here are : 1)curricula for 10 School Districts in Pennsylvania state as representives of the U.S. ; 2)Home Economics curriculum for middle school in Sweden ; 3)Home Economics Teaching Guidelines in Japan ; 4)Home Economics curriculum in Taiwan ; and 5) Home economics curriculum in Korea. Content Analysis technique is applied in this study. The major elements of contents include : 1) structure of the curriculum ; 2) subject name ; 3)time allotment ; 4)goals and objectives ; 5)subject areas and content composition ; 6) other related characteristics for the implemention of the curriculum. Summarized results of the study outline as follows : 1)Home Economics is offered as independently required subject without sex discrimination in all five countries. 2)Time allotment for Home Economics in Sweden is double that in the other countries. 3)The common goals of Home Economics courses is practical learning experiences closely related to reality. 4)In terms of subject areas, Food and Nutrition, Clothing & Textiles, Housing, Human Development, and Child care are offered in three or four countries, which is also similar to those of Korea. In addition, Consumer Education is also covered in the U.S., Sweden and Korea. 5)Curriculum can be utilized as instructional planning materials due to the clea specification of instructional methods, materials, and evaluation methods on the curriculum, especially in the U.S. and Taiwan.