This study aims to suggest improvements to the 2022 Curriculum Revision by verifying the suitability of the grammar curriculum. Accordingly, the core competencies of the Korean language department expected by internal and external experts in the Korean language education field and the implementation of tasks at the ministerial level are summarized and set as the inspection standard. This confirmed that the current grammar education can cover the Korean language education community’s basic knowledge requirements, such as “using Korean norms and writing sentences,” integrated communication, digital literacy, and university and job competency, by setting up units such as “language norms, vocabulary, and sentences” to develop learners’ abilities. It also confirmed that “personality and emotional” competency could be nurtured with the contents of the grammar curriculum, which emphasizes vocabulary usage in consideration of “class, gender, generation, and region” and aims to develop students’ ability to discourse according to the situation and context. The curriculum content can be based on “integration” with subjects such as Integrated society, Society and culture, and Korean geography that concern language use between different classes and generations. Thus, it is concluded that the purpose of the 2022 Curriculum can be improved even with the current grammar curriculum. However, there are problems in the selection of the grammar curriculum content, its assignment to respective school levels, and the hierarchy established. First, the “vocabulary” units, which can encompass words and parts of speech, have been assigned to the optional subject Language and media and not to high school Korean language, which is a mandatory subject. Second, the units on Korean language history, phonology, and discourse are less organized, and third, there are cases where the curriculum contents overlap. In this paper, it is suggested that these aspects should be considered in the subsequent curriculum revision.