School unification education has an effect on understanding unification issues. This study analyzes music textbooks based on the 2013 music curriculum of North Korea and the 2015 revised music curriculum of South Korea for mutual understanding between the South and the North concerning Korean music education in preparation for unification. The following are the patterns of homogeneity and heterogeneity derived from the analysis. Firstly, there is ideological heterogeneity in the educational goals of South and North Korea, but they are common in that students are instructed to experience the beauty of music or acquire the intrinsic characteristics of arts through school music education. Secondly, in the music curriculum, the South and the North are similar in that they determine instructional contents and suggest advanced learning according to each school(school district)’s functions centered on the areas. When comparing the content elements of Korean music with Western music, the content of South Korea is specific, whereas that of North Korea is relatively simple. Thirdly, the analysis of Korean music education in South and North Korea through music textbooks reveals that there is a gap in Korean music education and its content between the South and the North as the North altered jangdan(rhythmic cycles) and had students adapt a modified singing style of folk music rather than using traditional Korean music grammar. In preparation for unification, it is hoped that this study will help understand the Korean music education of North Korea and its content and reduce the gap between the contents that the South and North teach differently in terms of Korean music education.