This study was executed to survey on perceptions of the In-Service Korean teachers about 'Learner-Centered Education'(LCE). LCE has been diversely understood and interpreted among the teachers in the educational field. LCE is derived from Constructivisim and was influenced from 'Learner-centered learning principles'. The author extracted common tenets of LCE concept from two theoretical flow(Constructivisim. and Learner-centered learning principles) and developed the questionnaire. In the LCE, emphasized are the students as a active agent, the decision and control of learner about what to learn and how to learn, the relationship between learners and instructor, learning as experience, collaboration so on. This survey found out some defining characteristics of korean teachers' perception about LCE. There were distinctive groups, One showed the tendency to minimize LCE and the other showed the tendency to maximize LCE. Some korean teachers regarded LCE as 'just a good education'. And some teacher's perception was near similar with the theoretical and ideal origins. According to a this survey, only 9~11% percent of the respondents favored 'element of choice or control' as learner's right and responsibility. That means most of korean teachers don't agree that increased responsibility and accountability, increased sense of autonomy are the essential in the LCE. This result showed a big gap of LCE concepts between theory and practice. This study aimed at investigating how different they are. And this results showed that, as for LCE, the in-service korean teachers do not have understanding firmly built upon a certain theory but rather drawn from their own teaching experience, hence, nor integrated practices properly. From this results, we have to discuss about common traits of LCE and also decide realizable or acceptable traits of LCE in the real educational field.