The Korean language curriculum was revised in 2015 to allow for a learner-centered teaching method so that the students of Korean language history can narrow down their historical distance. In the revised curriculum, the achievement criteria focus on understanding the changing nature of Korean language. However, the content of the textbooks has not been revised in a manner that would have been essential for supporting the new approach of teaching and differentiating it from the conventional one. Thus, the requirements of the achievement criteria has been left unaddressed. One of the issues that emerged was related to the process of elucidating the dynamic nature of the Korean language system—it links the past and the present to the levels of the language rather than encompass the past, present, and future within the language system itself. It is necessary that we present enriching examples that can help the students in relating their knowledge about the history of the Korean language to that of modern Korean language. Furthermore, the way in which gaining such knowledge can influence Korean language in the future also needs to be evaluated. In light of this, our study suggests the possibility of preparing such an education system for teaching the history of Korean language that can encompass the past, present and future and emphasize the enhanced usage of expressions.