This paper aims to analyze the grammar content of elementary middle schools as it has developed since 2013 in North Korea through comparisons with the North Korean 2001 school grammar and South Korean school grammars. First we compared the content of the 2013 school grammar with that of the 2001 school grammar to isolate six features: changes in the hierarchy of the elements of the school grammar content, simplification of the content, omitted and added contents, dispersion in the spacing of the content, de-ideologization of the characteristics of the Korean language, and changes in the methods for presenting the content of grammar. Moreover, comparing the content of the 2013 school grammar with that of the South Korean school grammars, we identified items covered only in North Korea (those related to rhetoric), items not covered in North Korea (the nature and characteristics of the language, the history and status of the Korean language, linguistic differences between South and North Korea, foreign language notation, Romanization, and items common to North and South Korea. Finally, we suggest tasks to be solved for the development of an integrated textbook for both South and North Korea. First, the scope and weight of school grammar content should be selected. Second, the hierarchy of the contents of school grammars must be decided. Third, the content and system of school grammars should be agreed upon.