The present paper reviews the characteristics and direction of the classic Chinese education in operation currently by colleges in an attempt to find desirable course for colleges to take to properly meet the changing requirements of the time and educational circumstances. The classic Chinese education at colleges in the past was in the pre-stage of study for classic Chinese sentences, concerned mostly with writing, reading and memorizing Chinese letters under the initiative of the traditional subject of Chinese education which focused on the moral education with a view to foster desirable human character. In contract, however, the features of the Chinese education at colleges today have shifted to the knowledge-oriented dimension that centers on its instrumental functions which may contribute toward refined use of language in life and study of other subjects. In order to carry out classic Chinese education at colleges effectively and successfully by meeting such needs of the time and changing educational environments, a thorough-going consideration should be given to the fact that there is no hierarchy and gradation in Chinese education between elementary, middle and high schools, that the awareness of students about Chinese education has changed and that, as a non-educational factor, the exclusive use of Hangul is adopted as the policy for Korean language life now. These would be no less important than the issues like shortage of class hours, development of teaching materials fit for the needs of students as well as invention of efficient teaching methods even though they have been argued since long. It is therefore suggested to limit the scope of lesson for Chinese education in Chinese letters and vocabulary only, to teach the meaning of individual Chinese letter and to concentrate on reading rather than on writing in lesson. The nowadays classic Chinese education at colleges should aim at achieving the targets of Chinese education efficiently and within limited time. This would mean that such issues as lack of class hours could be solved only when, as suggested earlier in this paper, vocabulary- and reading-oriented way of teaching is conducted properly. Then, it would be possible to attain the objective of the classic Chinese education as instruments for basic and other miscellaneous subjects as well as for proper language life. It would also enable to draw concern for and interest in Chinese letters from students.