The purpose of this study is to examine how the concept of “instrumentality” has evolved throughout the history of the Korean Language Curriculum. To this end, a qualitative content analysis was conducted on curriculum documents ranging from the 1st National Curriculum to the 2022 Revised Curriculum. This study employed an analytical framework consisting of three aspects of instrumentality: “tool for communication,” “tool for thinking,” and “tool for social practice.” The analysis revealed that the Korean Language Curriculum has continuously expanded the meaning of instrumentality in response to the demands of each era. This expansion did not occur linearly in a single direction but varied in speed and manner across different curriculum revisions. The analysis also confirmed that the changes in instrumentality did not develop independently; rather, each aspect evolved through interaction with the other aspects. These findings demonstrate that the instrumentality of the Korean Language Curriculum cannot be defined as a single, monolithic concept. In this regard, this study proposes that the future Korean Language Curriculum should pursue the three aspects of instrumentality—tool for communication, tool for thinking, and tool for social practice—and implement them in an integrated manner.