In the coming era of reunification, it is necessary to devise educational buffers preventing the clash of different views of South and North Korea in the field of education. In the same vein, this thesis examines Hyang-ga written in the period of united Silla and suggests its implications to the education of reunified Korea. Silla was the first unified country founded in Korea and both of South and North Korea share its long and proud cultural heritages. This shared heritages are expected to present solutions to the anticipated educational clashes. The way to accept Hyang-ga is different between South and North Korea, influenced by each of their political systems and views of history. Since the view of history includes educational discussions, the songs are analyzed on the basis of the view. For the analysis, the history textbooks of South and North Korea are covered and the different ways to deal with the history are compared. In case of South Korea, its history textbook acknowledges the legitimacy of united Silla and proposes both positive and negative point of view toward the nation. However, in case of North Korea, its history textbook denies united Silla and only admits the legitimacy of Goryeo so that it suggests negative perspective on united Silla. This difference of history textbooks contributes to the different ways to accept the Hyang-ga. In addition, with the Korean textbooks of South and North Korea, the different ways to accept the Hyang-ga are analyzed. While the South Korean textbook contains the various pieces of the songs written before and after the unification of Silla, the North Korean textbook only includes the songs written before the unification. In this course of the analysis of North Korean references, “Jeongeupsa,” which was mistakenly classified by South Korean researchers who are influenced by the ambiguous sentences of the North Korean textbook, is found to be classified as the Hyang-ga. As a preparation for the reunification, it is essential to reach to the agreement between South and North Korea in the field of education by further investigation of the limited North Korean materials. Also, by correcting errors in the currently gathered materials, the buffers that will alleviate the clash of different educational perspectives should be developed. One suggestion for follow-up studies is to open up a forum where various opinions can be collected by applying the differences in the way of accepting the Hyang-ga to the current Korean textbook. To help today’s Korean students prepare for the upcoming reunification, using various textbooks with different perspectives is indispensible, rather than limiting their thoughts within a few biased textbooks.