The purpose of this study is to examine the operation cases of the Korean language as a foreign language conducted by Kim Hyong-jik University of Education. To this end, learners who participated in the ‘Joseon Exchange Scholarship’ program in 2015, 2016, and 2017 were interviewed and the overall course operation was analyzed. As a result of the interview, students from 4 schools in 2015, 6 schools in 2016, and 7 schools in 2019 participated. Every year ‘Conversation’, ‘Reading’, ‘Grammar’, ‘Writing’, ‘Geography’, ‘Music’ and ‘Physical Education’ were opened. In addition, the curriculum focused on ‘Conversation’ and ‘Reading’. In ‘Conversation’, the teacher’s lecture and learner-focused activities were conducted concurrently, but in other subjects, the class was conducted in the form of a teacher’s one-sided lecture. As a result, satisfaction with ‘Conversation’ was the highest, and satisfaction with ‘Grammar’ was the lowest because it was different from the grammar system of South Korean. As such, this study is meaningful in that it more concretely examines the status of Korean language education at Kim Hyong-jik University of Education in a diachronic method.