This paper used content analysis to examine the way that animal identity and space were represented in South Korean world geography textbooks, from which it was found that animals were represented as being a passive result of the natural environment, objects worth preserving, and as a living bio-capital. It was concluded that these perspectives limited the opportunities for students to develop a critical eye when viewing animals. Future animal geography education should allow students to view animals as political and ethical subjects that have their own lives and needs and are even possibly self-aware. Therefore, this study proposes that a more-than-human geography education could provide students with alternative perspectives on animal identity and space.