This study aimed to analyze the contents related to beompae in the current music textbooks and suggested a direction for composing what to be revised and supplemented. There are a total of eight types of middle and high school textbooks that contain beompae. Most of them are included in the unit of the Unified Silla period. Each publisher has a different amount of explanation and difficulty, and only the four publishers are substantial on the content. Teuksagaji, Halhyang, Hwacheong, and Hoisimgok are included as music pieces. Only the three types of textbooks properly include the title of the songs and the scores, and also there were only the three textbooks that match the scores and the digital music. The photos and drawings in the textbooks are insufficient to understand beompae's characteristics. In the next revision of textbooks, these problems should be corrected and supplemented, and accurate contents should be included. The direction for composing teaching and learning was suggested based on the analyzed contents. It is composed of ‘presenting learning contents to help understand the history and cultural background and traits’, ‘presenting music and scores that can represent musical traits’, ‘presenting learning activities of integrating ga-mu-ak’, and ‘presenting learning materials of specific photos and drawings.’ To make beompae applicable to education, it is necessary to approach it from an ideological and cultural perspective rather than emphasizing the aspect of religious rituals. Also, instead of treating beompae as a single branch of vocal music, a change in the perception that it is an integrated art should be preceded. It is expected that multifaceted educational research on beompae will be conducted in the future to be positioned as a representative branch of total cultural education.