This study aimed to investigate high school Korean language teach- ers’ awareness of student agency. In-depth interviews were conducted with six teachers to gain insights into their perspectives on student agen- cy, the need for co-agency in the classroom, and the feasibility of imple- menting such approaches in school settings. The findings revealed the teachers’ awareness of their roles in terms of both role recognition and behavior. Regarding role recognition, teachers perceived themselves as an expert, a facilitator, or a partner depending on their understanding of their role as Korean language educators. Regarding role behavior, teach- ers were identified as a challenger, a designer, or a supporter based on the actions that they believed were necessary to implement co-agency in the classroom. This multilayered analysis of teachers’ recognition under- scores the importance of comprehensive support and systemic improve- ments to effectively implement high levels of co-agency in the Korean language classroom.