Seo Youngjin This paper tried to look into general awareness of Korean language teachers on debate education and its implementation modes. The study explored ways to improve quality of debate education and reinforce de- bate teaching competencies, and deeper implications. For these purpos- es, questionnaire surveys were conducted with Korean language teachers of middle and high schools across the country. Most of respondents agreed upon the necessity of debate education. However, it seems that there is a lack of understanding on debate educa- tion and a rather lower debate teaching self-efficacy. The majority of the teachers have difficulties in implementing debate education. Especially, the teachers, although they acknowledge a preparatory stage of debate is crucial for the quality of debate experience, were not active and felt most difficult in teaching or helping students for this. Despite all the questions continuously raised against debate units in Korean language textbooks, many still replied upon textbook contents or tasks therein. A lack of ac- curacy was found in roles played by teachers in a process implemented for debate education. Further, there were some limitations on awareness and implementation modes of debate education for teachers in light of its educational importance. Korean language teachers need to understand these limitations on class debate education and find ways to overcome them. In addition, the education system could provide necessary assistances to teachers and help them to overcome difficulties, trials or errors occurring in debate education implementation processes. Thus these efforts will improve the quality of debate education in class and reinforce professional compe- tence of teachers in teaching debate education.