This study analyzed in-service education programs for class critique in order to prepare for protocol or procedures to educate teachers on this. The education program for class critique co-organized by the S education board office and C National University of Education consisted of four selective courses for social studies, science, Korean and mathematics. This study provided descriptions on the characteristics and experiences of five instructors of four courses to explore the common characteristics or procedures and try to find differences among them. Four class critique education programs shared common elements of activities that can be included in the protocol for class critique education. These included introductory activities to provide contexts, meaning and a bigger picture of class critique, sharing ideas on, watching videotaped, and observing and describing classes, as well as examining transcripts, evaluating with checklists, exploring contexts and backgrounds using virtual interviews, searching for impressive scenes using open-coding, narrowing focus with perspectives, finding themes for critique with axial coding, expressing critique with analogies, and writing a critique. Issues in class critiques were raised based on the differences of four class critique programs.