The present study was undertaken in order to overview the concept and the sequence standard of discourse type education in Korean education as a foreign language. It is also aimed to critically analyze the sequence of discourse type education in Korean education textbook and suggest ways for improvement. In this article, ‘discourse type’ is defined as a discrete pattern in the process and way of expression such as conversation, debate, discussion, presentation, and interview. Thus, ‘the discourse type education in Korean language’ means the teaching-learning activity with a goal to understand the formal and expressional custom of the discourse types in the Korean verbal communication and to use them with accuracy and effectiveness. The present study compared the sequence of discourse types extracted from TOPIK rating standards and the four contemporary Korean education textbook utilized by the universities in Korea. The result showed some issues in the intra-text choosing of the discourse types, specific stages of education for each discourse types, and the sequence of discourse types. Following points should be taken into account in order to solve these problems. 1) The sequence of discourse types in Korean education should be standardized. 2) Teaching or learning each discourse type should start at levels earlier than requested by the TOPIK rating standard. 3) Discourse type education as the contents of education should precede the discourse type education as the ways of education.