This study explores and compares how the homeroom teachers in South-Korea and Finland perceived their roles and difficulties of role performance focusing on the school guidance, which is one of main tasks for the teachers. It aims at drawing implications and improvements on homeroom teachers’performance and schooling in both countries. As for the methods, it employed thematic analysis approach through ten homeroom teacher interviews in the lower secondary school level. As a result, the school guidance was the top priority and relation with students was more valued for the Korean teachers, while teaching subject was the main task and more concerned for the Finnish teachers. Secondly, the homeroom teachers in both countries hoped to improve school systems and working environment to perform school guidance properly. They felt difficulties and challenges, for instance, with regards to parents’ attitudes, lack of resources and tight curriculum. Lastly, there were significant aspects through the whole context from the data concerning societal trust toward teachers and schooling. Furthermore, shifting responsibility from society and home to schools and a teacher seemed to be problematized in both countries.