This study aimed to examine the curriculum development and management of regular subjects in foreign arts schools, and to suggest implications for arts high schools in Korea. This study focused on the regular subject curriculum for music majors. First, the study investigated current school curricula of arts high schools, and problems and needs were revealed from a literature review. Based on the results, three types of foreign arts schools were categorized by autonomy of curriculum development and management. Second, characteristics of regular subject curricula were analyzed in each case. The first type was under the regulation of the national curriculum. Despite this limitation, case schools created a new area by integrating similar subjects, developed a core curriculum subjects according to the school vision, or interwove music studies with academics. The second type managed schools autonomously under the national curriculum. These schools managed regular subjects not by a formal grading system but by ability-based grouping. The third type was not regulated by the national curriculum at all, but developed an innovative curriculum, a specifically integrated arts program. Based on these results, some implications were suggested: reconsidering the significance and value of regular subjects, providing more autonomy in school curriculum development and management, and what actions schools should take once they have reached a certain level of autonomy.