This article presents the results of a meta-analysis of the effects of school-based interventions for improving disability awareness and attitudes towards disability of students without disabilities in Kindergarten through secondary school grades in the Republic of Korea (South Korea). A total of 20 studies published between 2001 and 2017 were included, covering a sample of 2679 students without disabilities. The overall effect was statistically significant and large (d = 1.335). Specifically, subgroup analyses showed that the effects were large for contact-based interventions, use of materials, role-playing, and human rights interventions in that order. The school-based interventions were significantly more effective in improving attitudes towards disability than disability awareness. The intervention effects did not significantly differ by school levels. Results of meta-regression analyses showed that the number of sessions had significantly more impact than instructional time per session. Limitations, recommendations for future studies, and practical implications are discussed.