The purpose of this paper is to examine analysis of an attitude toward writing in teachers-college students, and discussing the significance of writing attitude education in korean education. Writing of 'K' teachers-college students in Seoul, it did see the difference by grade, the results of students writing attitude statistically meaningful difference in scales between grades have been. On the other hand, it did not see the difference by genders, the results of students writing attitude statistically meaningful difference in scales between genders 'recognition' have been. Writing skills and strategies for the cognitive domains should be treated no less important writing attitudes for the affective domains that more advanced follow-up studies will follow later. We must discuss writing attitude education. And this discussion must be a foundation to recover and reinforce essential on writing education in Korean education.