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The objective of this research is for exploring the procedures of Education Welfare Priority Project program development prototype. As research method, ADDIE model was applied for extracting program development steps. We have identified the actual conditions and requirements for the primary and secondary school education welfare priority support project managers, and elaborated program development procedures. Received (December 21, 2017), Review Result (December 26, 2017) Accepted (January 9, 2018), Published (March 31, 2018) 1 04763 Institute Of Educational Welfare Policy, Hanyang University, 222, Wangsimno-Ro, Seongdong-Gu, Seoul, Korea email: ii79hy@hanyang.ac.kr 2 (corresponding author)04763 Institute Of Educational Welfare Policy, Hanyang University, 222, Wangsimno-Ro, Seongdong-Gu, Seoul, Korea email: st5067@hanmail.net 3 04763 Hanyang University, 222, Wangsimno-Ro, Seongdong-Gu, Seoul, Korea email: psu.jihoonsong@gmail.com *   2015       (NRF-2015S1A5BA0206190 8) A Research on Exploring the Development Procedures for Educational welfare priority support project Copyright c 2018 HSST 212 We also validated the content validity using Delphi technique. As a result of the study, the development process of the Welfare Priority Support Program applying the ADDIE model was derived as 6 steps of 'Preparation Analysis Diagnosis and Design Development Implementation – Evaluation' and We presented detailed activities at each stage. As a result of the validity of the 6 steps through the CVR values used in the Delphi analysis, the CVR values of all items were very high, 0.76 or more. As a conclusion of the research, it was confirmed that development procedures of the Education Welfare Priority Project program could be applied into the school sites though the verification process and collaboration actions with education welfare program teachers and community education welfare program experts. Finally, we provided suggestions for contributing to mitigate the gaps between program planning and program operation which could be caused by the competency levels of the educators in charge for educational welfare program development and operation in actual school sites.