Examining the methodological aspects of Korean language arts classrooms will provide specific analytical criteria applicable to classroom observation research, along with a complex consideration of the various factors affecting the teaching and learning of the Korean language arts subject. Consequently, this becomes the basis for constructing and reconstructing the theoretical framework for orchestrating more sophisticated Korean language arts education research. In this study, classroom ethnography was explored and discussed in terms of research methodology, for thoroughly observing and understanding Korean language arts education in the classroom setting. Classroom ethnography is characterized by individuality, specificity, and expandability in that it leads to recontextualized knowledge by carefully examining factors that have been taken for granted or aspects that are easy to overlook.