The purpose of this study is to design educational content for the critical acceptance of multimodal texts in Korean language education. Current educational content regarding the critical acceptance of multimodal texts is not adapted to showing learners’ critical thoughts, that is, their insights into the sociocultural phenomena represented in the texts. To correct this problem, this study focuses on multimodal discourse analysis. Multimodal discourse analysis understands the world of texts by closely investigating the language features and semiotic resources in different dimensions of the text. This study suggests a way of reconstructing related educational content about the multimodality in one level of the Korean curriculum by disseminating the multimodal discourse analysis of Korean language education. Concretely, it uncovers content related to the media in the 2015 curriculum revision and suggests a plan for employing the feature of multimodal texts and functioning as a process of critical acceptance. As a result, this study suggests, in sequence, the following educational content: “semiotic resources for multimodal texts and meaning construction of that text,” “intentions or perspectives created by a selection of semiotic resources in the multimodal text,” and “critical awareness of the values or ideologies formed by the multimodal text.”