The purpose of this study is to understand the social aspect and perception of reality of Cheondoism students in Japan (hereinafter referred to as Cheondoism students) in Korean society under Japanese colonial rule in the 1920s and 30s, and to reveal the direction of the national movement they were pursuing. In this study, it was noted that the thoughts and knowledge of Cheondoism students were reflected in the operation of the Cheondoism youth organization, which served as a steppingstone to lead the direction of the Cheondoism national movement. Therefore, the perception of reality, which is the basis of their actions and practices, was divided into education, rural areas, farmers, and society, and confirmed and reviewed. For the study, a magazine containing the religious perception of Cheondoism students, the social problems faced by colonial Korean society, and the sense of criticism of the colonial authorities was used. This study deals with the perception of reality of Cheondoism students in the three fields of education, rural areas and farmers, and society in colonial Korean society in the 1920s and 30s. First, it reviewed what Cheondoism students thought of education at the time and what measures they were proposing to revitalize education. Second, it was confirmed how Cheondoism students perceived the economic situation of rural and farmers at the time, and what they sought to improve farmers’ lives and revitalize the rural economy in the situation of Japanese colonial period. Third, through the influx of socialism and changes such as the World Economic Depression, it was analyzed how Cheondoism students viewed Korean society under Japanese colonial era at the time and what they wanted to do to overcome the reality of colonization. As a result, it was confirmed that education was considered the most basic and basic requirement for the development of the colonial Korean national movement for Cheondoism students in the 1920s and 30s. They recognized that recognizing and awakening the reality of Korean society through education was the most important factor in moving society. Next, it can be seen that Cheondoism students place as much importance on issues related to farmers and rural areas as education. At that time, the majority of the Korean people were engaged in agriculture, and moreover, most of the church members were farmers, so Cheondoism students also dealt with this issue seriously. In particular, as the rural economy became more difficult after the Great Depression, they valued agriculture as a key industry for all industries and suggested various solutions to revitalize the rural economy. Finally, the social perception of Cheondoism students was largely divided into two categories: the relationship between individuals and society and criticism of colonial Korean society. However, these two perceptions led to one argument that individuals should fulfill their social obligations and responsibilities in the reality of colonial Korean society. In addition, it was confirmed that they recognized that they were Cheondoist and tried to induce social participation of individual Korean people by carrying out various national movements based on Cheondoism doctrine.