This study aims to examine the foundational premises, principles, procedures, and methods of microethnographic discourse analysis to provide valuable insights into Korean language arts education research. Microethnographic discourse analysis builds on both ethnography, which delineates the culture of a particular group, and sociolinguistics, which analyzes participant interaction within specific social and cultural contexts. We argue that the core principles of microethnographic discourse analysis involve both a “zoom in” approach, closely examining specific events, and a “zoom out” approach, situating these events within broader contexts. We have identified four key procedures of microethnographic discourse analysis: conducting ethnography, identifying key events, conducting in-depth discourse analyses of key events, and theorizing. In the rapidly evolving landscape of Korean language arts lessons, adopting and applying microethnographic discourse analysis holds promise for reexamining current theories and potentially challenging or refining existing theories, grounded in actual classroom data.