This study aims to analyze the concept of “analogy” that has been considered in the Korean education field and theoretically reveal the status of analogy as a thinking process. Thus, a concept analysis was applied. Consequently, we presented the attributes, antecedents, consequences, and related terms of analogy. Based on the results, we conceptualized analogy as a thinking process that should be addressed in Korean education. Finally, we suggested using analogy in vocabulary, writing, literature, and grammar education.