The present study investigated the communication tasks for each stage of life cycle and explored the current status and future prospects of the communication education at each stage of one’s life. The preadult public education for communication is mainly provided during listening-speech and speech communication education of Korean language education. However, during young adult stage, education on the interpersonal, occupational and intra-familial communication is selectively provided during the liberal education in the university. In the early and late middle ages, education is mainly focused on the intra-familial communication in terms of parental and integrated family education. In the elderly stage, education on the interspouse communication is provided to a much less degree, compared with those of intellectual and health education programs. Following issues need to be solved for the development of communication education based on the stages of life cycle. 1)Education programs should be based on the exact feature of the communication for each stage of life. 2) In terms communication programs, overlapping ones need to be deleted and systematized. 3) Education programs for the life transitional period should be diversified. 4) Communication programs are needed for the singles at their early and late middle ages. 5) Integrated programs for communication education are needed which support citizenship and social participation of the adult and elderly. 6) Research field of the Korean language education should be extended in order to support the communication education of the adult as a life-long education both theoretically and practically.