This study analyzed various uses of refutation strategies that college students presented in their debate discourse. This study first found out a firm relations between the background knowledge on the topic for debate and the uses of refutation strategies. Second, students frequently evaded and strayed from the point of debate due to the burden of refutation. Third, students had a tendency to proceed their refutation based on the prepared materials, instead of attacking the opposite team`s weak points directly. College students had various difficulties in handling two heavy loading works together, such as analyzing the opposite team`s weak points and developing their refutation strategies instantly. Preparation of data and materials is important; however, it is more critical for students to use their materials effectively, not to heavily relying on, for deepening examination of the topic and for making a productive debate. The aim of debate is to deepen the understanding of the topic of debate and to explore the ways to solving problems that the community members confront by the affirmative and opposite teams` argument and refutation. The findings of the study confirmed the importance of the deep understandings and examinations of debate topic in contents of debate education.