This study aims to examine the implications of grammar education in comprehending grammar misconceptions in terms of “epistemic justification” rather than “true/false” dimensions. To achieve this, we employed a research method to construct learners’ justification cases and review the epistemological problems inherent in each case. The results are as follows. First, from the viewpoint of minimal foundationalism it is necessary to examine learners’ linguistic intuition and identify cases wherein linguistic experience is required. Second, from the viewpoint of coherence theory learners should be enabled to realize misconceptions through the process of searching for the connection between grammatical concepts. This study is significant as it provides the epistemological basis for grammar misconception discussions. Based on contemporary and educational epistemology, studies on the epistemological problems of grammar misconceptions should be sustained.