This study examined elementary school-level “text in school” accessible definitive materials such as those at the to ascertain the types of texts children in North Korea encounter. from the perspective of “text in school.” These materials include those at the curriculum-, textbook-, and teaching-design-levels. The thematic analysis of terms in the North’s elementary school textbook, which appeared in curriculum, textbook, and teaching design, resulted in “patriotism, exclusion of foreign powers, and praise of labor.” In addition, of the total 31 texts presented from grades 1 to 3 of the North’s elementary school Korean language that are accessible in the South, there were 10 casual texts and 5 widely known texts appearing in material from both countries, indicating that the proportion was not high. When the text that is encountered through basic school education is so distinctly different, efforts need to be made to clearly identify and understand the other’s cultural literacy in order to live together. This study is meaningful as a preliminary step for an in-depth exploration of programs to ensure differences in cultural literacy between the two Koreas does not act as a potential burden in the unified era.