This study investigated the actual use and perceptions of class using coding for chemistry teachers. To this end, a questionnaire survey consisting of a total of 7 questions was conducted targeting 45 teachers. The research results were as follows. First, chemistry teachers had the most cases of using digital devices with ‘Utilizing PPT’, and the rate of experiencing coding-related education was not high during the teacher period as well as the pre-teacher period. As a result of examining the level of use, only two teachers were actually using coding in class. Second, chemistry teachers recognized that classes using coding would be effective for ‘increasing interest of class’ and ‘offering a variety of learning experiences’. As a result of open-ended response analysis of classes using coding, the frequency of negative keywords was higher than that of positive keywords, and the instructor’s low readiness for coding was the biggest barrier to implementing classes using coding. Through these results, teachers recognized the value of classes using coding as a new learning tool, but in terms of actual use, teachers’ preparation or conditions have not yet been formed, so the practice of classes using coding is low. Based on this, we discussed ways to activate classes using coding.