The teacher-aid-system in the field of special education has emerged as a developmental system for effective inclusion from March 2003 in South Korea. The role-conflict and difficulties of paraprofessional in special education have almost discussed in survey inquiry. But the subjective feeling about role-conflict of paraprofessional in the real field of teacher- aid-system could be different from the results through general survey inquiry. The purpose of this study was to analyze and interpretate qualitatively what are the role-conflict and bottlenecks of paraprofessional in the real field. They are asked with half-structured questionary in interview in depth. The results of this study were that: (a) in terms of personal relations in the school: the paraprofessional confronts with the problems like neglecting, wrong perception about their roles, discriminative treatment and position hanging in midair. (b) As concerns about situation for learning-support, they should often see how the winds blow between teacher and students. Furthermore they are diffused cause of insufficient instructions from the teachers, how the paraprofessional should support the student with special educational needs. In these case, they blushed at their ignorance. (c) About the working condition: they are suffering with much inconvenience like bad salary, poor working surrounding, lack of own-recreative space and hard-physical working.