This study aimed to explore the issue and tasks in selecting the educational contents for the subject, ‘Common Korean Language of South & North(CKLSN)’. ‘Common Korean Language’ is an essential supplement to the Korean language department jointly developed and operated by the two Koreas during the unification transition period. Literature education in the CKLSN should proceed in the direction of ‘discovering’ the homogeneity of the language-cultures of the two Koreas and ‘respecting’ heterogeneity. In addition, psychological and emotional conflicts that students may experience during the unification transition should be minimized in the effort to ease and resolve differences in language and literature, which are the fundamental factors of the heterogeneity of Korean language education between the two Koreas. The main issues that could be raised in the selection of the content of literature education in CKLSN were largely divided into the ‘structuralization of content areas and systems’ and ‘selection and utilization of sanctions’. Knowledge in terms of content area and system should be minimized. A three-dimensional structure was proposed to foster attitudes through language activities. In terms of sanctions selection, it was argued that works based on strong political ideology should be strategically withheld or used on the premise of research on those works.