Hwang Yunjeong In this paper, we reviewed middle and high school level Korean language and literature textbooks from the 2015 revised curriculum, and examined the current status and usage of folktale materials therein. On examining 54 kinds of middle school Korean textbooks, 12 high school Korean textbooks, and 10 high school literary textbooks, it was found that the usage of folktale materials has increased both quantitatively and qualitatively. In the middle school Korean language textbooks, the vari- ety of folktale materials was increased to secure and preserve diversity. Compared to the absence of folktale materials in the high school Korean textbooks from the 2009 curriculum, it was confirmed that various folk- tale materials were included in the 2015 revision, and the combination of achievement standards related to literary history was revealed at a high frequency. In the high school literature textbooks, the combination of various genres and the various achievement standards have doubled compared to the previous curriculum. Overall, in the revised Korean lan- guage course of 2015, the collection and use of folktale materials has in- creased greatly, and it is significant that the “Jumong Myth” has been used as common material in both middle and high school textbooks. In con- clusion, it is necessary to make use of various folktale materials in future folktale education. Building the continuity of educational experiences by providing canon-level materials in combination with various achievement standards is also crucial. Moreover, providing proper interpretation of the materials and preparing excellent educational content should be a high priority. By doing so, it may be possible to turn folktale education into a literary culture with active learners, rather than relegating it to a monu- mental form.