This research paper will describe the current process and practice of Education for sustainable development (ESD) implementation in Korean schools through a case study that was carried out in Tongyeong city. This study is based on a field study and empirical observation in South Korea (Tongyeong city), with the subject of research being 2 schools. The scope of this research focuses on ESD implementation within school which consists of curricular design, an extracurricular program, and learning and teaching model on ESD in the classroom. There were 2 elementary schools which were chosen in this case study in Tongyeong city. They are Inpyeong elementary school and Yongnam elementary school. The method of research through depth interview, observation, and document review on ESD and the analysis in this research includes the process and teaching strategy of ESD in schools. Other analysis includes extracurricular activities and school programs. The result of this research shows that ESD issues in Korean schools have strongly focused on eight areas; they are improving the basic quality of education, a sustainable and healthily lifestyle, equity, environmental ethics/education, sustainable consumption and production, democratic sustainably, children protection, cultural understanding. Specially, this research showed that Korean schools has a concern in a clean plate movement, environmental awareness, energy saving, and waste management. Meanwhile, in Indonesian schools the emphasis is on environmental awareness and cultural preservation and protection. Additional programs related to ESD implementation were found in extracurricular activities such as field trips, cultural preservation activities and club activities on environmental protection. Basically, two schools in Tongyeong City have implemented ESD in various activities before the term ESD was created. It is clear that ESD could develop and increase student’s awareness about the environment, life, and the future of the earth.