The purpose of this study is to find a way to teach personality education using “peer feedback” by examining it in a classroom scenario and analyzing the learners’ responses. In Chapter 2, this study examines previous research on peer feedback and personality education, and finds the points of contact between the two. In Section 2.2, the concept of personality education and personality education methods are examined. This study also looks at how peer feedback should be conducted with relation to personality education. Peer feedback is defined as a learner suggesting his or her own opinion about another learner’s activity. It is also the process by which individuals define a common ground through the process of exchanging opinions. This process presupposes care and respect for the other party, as well as the responsibility to express oneself. In this respect, it is very close to what personality education pursues. Communication abilities can thus be learned naturally by engaging in the activity of peer feedback, rather than by explicitly being taught respect, care, and communication. In Chapter 3, this study suggests a “community formation based on participation” and “feedback to communicate considering the relationship” as practical principles of personality education using peer feedback, and examines this by dividing personality education into the catagories of faculty, feedback provider, and feedback recipient. In Chapter 4, this study examines the possibility of personality education and the implications of peer feedback based on cases where peer feedback was applied in actual classes. Peer feedback in the context of classrooms implies that the learner is interested in and thinking about the outcomes of their peers and their activities in the learning community. Also, we can think about how to express what we think within the community. It is expected that through these experiences, virtues which are emphasized in personality education, such as “properly expressing etiquette emphasized in personality education”, “respect for others”, and “responsibility for assigned roles”, can be naturally cultivated.