This thesis aimed to research the historical change of the bibliographic information, the structure of a unit and teaching and learning contents in the Korean textbooks during all periods of curriculum after Korea’s emancipation. The materials for this study are the first edition of the first grade Korean textbooks in a primary school, a lower secondary school and a upper secondary school. Before the Korean government establishment, authors of Korean textbooks were an academic society which was named “The Society of Korean Language”. After the Korean government establishment, authors were replaced of the Ministry of Education in the government. The format of Korean textbook was changed from A5 size in black and white to B5 size in full color, which reflected a change of the viewpoint that a textbook was a workbook for a learner’s language activity, not a set of materials for reading. The Korean textbook is composed of a lot of units. The first unit looks the first teaching and learning content in the each school step. The understanding of Korean letters, which used various illustrations, has been focused on in the first unit of the primary Korean textbook. As distinct from the primary Korean textbook, there is nothing in common with between the first unit of lower secondary Korean textbooks. The contents of the first unit of upper secondary textbooks were both teaching and learning contents based on Korean activity, speaking and listening, and various materials for reading including Korean literature.