The writer describes the actual state of instructional communication of upper-class students serving as pre-service elementary school teachers in the University of Education by analysing the discourse in the simulated classes and suggests the direction for teaching instructional communication. The writer divides the subject into four sections, namely, designing and structuring of a lesson, instructional communication for class management, expression and delivery, and understanding and evaluating the instructional communication. With regard to designing the instruction, the students lack in understanding lesson objects and focusing on learners. In the instructional communication for the management of a class, the writer discusses three stages, namely, introduction, development, and conclusion. In the first stage, students' instructional communications lack sufficient contextualization of the learning content with regard to the learners' experiences. In the second stage, questions and feedback, explanations, expression of emotions, and instructional communications for managing a class are discussed. Moreover, with regard to the last stage, the writer discusses the immaturity of the students in guiding the learners toward self-monitoring and participating in their learning processes. With regard to expression and delivery, the writer deals with verbal, semi-verbal, and nonverbal expressions and their delivery techniques to refer to the plan of teaching and learning. Further, with respect to understanding and evaluating instructional communication, self-recognition and evaluation of others are described separately. Finally, the writer proposes some directions for the effective management of the instructional communication course in the University of Education for the pre-service elementary school teachers.