This chapter examines the emergence, institutionalization, and contestation of Ecological Transformation Education (ETE) in Korea, focusing on the Seoul Metropolitan Office of Education as the first governmental body to adopt ETE as an official policy framework. Positioned as an educational response to the Anthropocene and as part of a broader transition toward ecological civilization, ETE confronts deep structural tensions rooted in Korea’s historical trajectory of modernity and developmentalism. Through an extensive analysis of policy documents, legislation, administrative reports, media materials, and academic literature, the chapter traces how ecologism—including deep ecology and social ecology—has informed the conceptual foundations of ETE and how these ideas have been translated into curriculum reform, school practices, and ecological citizenship formation. Findings indicate that ETE represents a meaningful shift beyond traditional environmental education and Education for Sustainable Development (ESD) by seeking system-wide reorientation of curriculum, school culture, and educational governance. However, its implementation has been constrained by political polarization, conceptual ambiguity, and school-bounded operational structures that tend to narrow ecological citizenship to individualized behavioral responsibility. The repeal of the ETE ordinance and the ensuing legal dispute further demonstrate the degree to which ecological education has become a politicized and volatile policy arena in Korea. The chapter argues that the transformative potential of ETE requires a holistic approach that integrates curricular, organizational, and governance-level restructuring. Ecological transition in education becomes possible not through individual responsibilization but through reshaping structural conditions and enabling multi-scalar civic practices. Under such conditions, ETE can contribute to broader socio-ecological transformation in Korea.