This study performed a structural questionnaire survey and non-structural interview of the ladies apparel manufacturers in Daegu on the qualification for the employees, skills required for job performance, job training, automatic manufacturing systems, and the use of computer. The results are as follows. 1. Almost all of the apparel manufacturing systems were Pair System, except one Line System in one company. In terms of outsourcing, most of the manufacturers answered “yes,” and in 1998 the outsourcing process was sewing, but in the year 2002, outsourcing has been increased :12 manufacturers(57.1%) outsourcing most of the processes except patterning, 3(14.3%) outsourcing the finish of sewing. 2. The workforce of 1998 and that of 2002 shows a significant difference(P＜. 01) between office work and management. The number of office workers has decreased from 15 down to 5.3 people. On the other hand, that of the management has slightly increased from 5.3 to 9.2 people. The number of the manual workers has decreased from 32.2 to 28.7 people. And the number of tailoring and patterning workers has slightly decreased, but the number has increased in sewing from 3.7 to 7.0 people. 3. The wage of an employee shows a significant difference between a sewing assistant(P＜. 01) and a production manager(P＜. 05), and the wage of a sewing assistant, in particular, has slightly raised from ￦905,000 to ￦1,054,000. 4. The qualifications required of employees are “cooperative human relations”(30.8％), “diligence,” and “ability for job analysis”(26.9％), and “positive thinking” (15.4％) in 1998, and “ability for job analysis”(38.5％), “cooperative human relations”(34.6％), and “positive thinking” (15.4％) in 2002. The areas for job openings are significantly different(P＜. 01) depending on the year. Job openings in the design section has increased from 1(3.8％) to 16 manufacturers (61.5％), and decreased in tailoring section from 22(84.6％) to 2 manufacturers(7.7％). Job openings in the sewing section have increased form 2(7.7％) to 6 manufacturers (23.1％). In terms of sex of the employees, there is a significant difference(P＜. 001). 19 companies(73.1％) wanted “male” in 1998, but 8 companies(30.8％) answered that they want “female” and 17 companies(65.4％) answered that “it does not matter.” About the educational background, there was a significant difference between the years. The number of the companies that want junior college graduates with an associate degree has increased(15 companies(57.7％). There was a significant difference(P＜. 05) in major of the employee. The number of the companies that want fashion majors has increased from 5(19.2％) to 20(76.9％). 5. In terms of job skills required, there was no significant difference. In 1998, “production skills” (46.2％) and “ability for job analysis” (26.9％) were required, and in 2002, “ability for job analysis” (42.3％) and “emotional skills” (26.9％). 6. In regard to training for job skills, “fashion professional training” has slightly decreased from 65.4％ in 1998 to 46.2％ in 2002, however, “training for job analysis” has slightly increased from 30.8％ in 1998 to 46.2％ in 2002, which indicates the fact that “fashion professional training” and “ability for job analysis” have been emphasized. 7. The number of the manufacturers purchased apparel CAD has increased from 1(3.8％) to 3(11.5％), and the number of the manufacturers that have no plan for purchase has increased from 16(61.5％) in 1998 to 15(57.7％), still taking up a big proportion. 8. About the use of computers in manufacturing, there is a significant difference(P＜. 05). The number of the manufacturers using computer has increased from 5(19.2％) to 15(57.7％) and that of the manufacturers which do not use computers has decreased from 17(57.7％) to 8(30.8％). 9. In the interviews with the owners of the manufacturers, they pointed that schools should give more weight on practical training courses, the invitation of experts in the specific field, complex production systems, training courses for sewing, field trip courses, and furthering specialty education, personality and vocational education.