With those who were majoring in cosmetology at college in Seoul, Gyeonggi-do, Jeollabuk-do and Chungcheongnamdoselected as research participants in the study, the study investigated the cosmetology majors’ needs of andsatisfaction in cosmetology curriculums, their satisfaction with teaching methods and educational environment anddemands for cosmetology teaching methods. The survey was conducted from May 15, 2013 to June 18, 2013 tocollect data and a total of 502 survey copies were used as the final analysis material. For the statistical analysis onthe data, SPSS 14.0 was applied and as for analysis methods, the frequency analysis, the descriptive statistics,the crossover analysis (χ²-test), t-test, One-Way ANOVA (Duncan-test), the factor analysis and reliability analysiswere used. With those who were majoring in cosmetology at college in Seoul, Gyeonggi-do, Jeollabuk-do andChungcheongnam-do selected as research participants in the study, the study investigated the cosmetology majors’needs of and satisfaction in cosmetology curriculums, their satisfaction with teaching methods and educationalenvironment and demands for cosmetology teaching methods. First, the general characteristics were examined andit turned out that most of the cosmetology majors were female in their 20s. They were mostly majoring in skin careor makeup. Second, in terms of their needs of the cosmetology curriculums, the research participants would like toimprove their skills via the curriculums. They considered beauty practice the most significant activity in the curriculumsand as for the level differences of cosmetology classes focusing on theories, the participants understood that thelevels of the classes were averagely similar or different to each other. Regarding the cosmetology education, theparticipants answered that they should be given more classes or time to learn cosmetology theories and to do thebeauty practice. Both the theory curriculums and the practice curriculums in the beauty colleges were observed tobe improved averagely or so. No practices related to the major were carried out after school and the school systemsof the research participants’ colleges were not concerned with the cosmetology-related majors and the curriculums. Third, the satisfaction in the cosmetology education was divided into two groups which were ‘demands for thecurriculums’ and ‘connection with the practice classes’ and the satisfaction was determined to be average in general.