This study considers that the crisis of Korean classic literary education is due to the failure of the social agreement in teaching Korean classic literary works at the secondary education. Specifically, the reason for the agreement failure of the ratio and the arrangement of the classic literary works is caused not by following the educational engineering plan but solely by the aesthetical purpose. To resolve this problem the specialists in the field of classic literary education need to first present the hierarchy of Korean classic literary works. Then the classic literary education should follow the presented hierarchy accordingly. However, until recently, there were few discussions about the hierarchy of Korean classic literary works. Moreover, the bases for the hierarchy were difficult to establish. Thus, in the current study, two national examinations were surveyed. The careful observation and analyses of the two exams provided an inference that although never clearly written in paper and ink, there exists a consensus of the hierarchy in Korean class literary works amongst the specialists of the field. The key factors that compose the educational hierarchy are the text reading comprehension variable and the problem solving variable. Due to the interaction between the readers’ cognitive process and the texts’ absolute difficulty, text complexity will occur during text reading comprehension. During the problem solving, task complexity will occur because of the interaction between the required contents of the task and the readers’ cognitive development process. For the text reading comprehension variable, several research on the text readability in the U.S. are examined. Especially, as the 2010 Common Core State Standards(CCSS) are accomplished and executed in the U.S., text complexity can be approached quantitatively, qualitatively and task-based. The CCSS offers considerable insightful suggestions to the Korean classic literary education. As for the problem solving variable, the main concern is what needs to be learned from Korean classic literary works. This relates to the revised version of Bloom’s education taxonomy. According to the revised Bloom’s education taxonomy, the contents of the classic literary education can be divided into school education and school-age. At present, the two methodologies – CCSS for text complexity and Bloom’s education taxonomy for task complexity – will provide for the necessary hierarchy of the Korean classic literary education. The reasonableness and the usefulness of the established hierarchy will be explored in the future research.