The purpose of this study is to explore some factors of class construction in teaching KFL (Korean as a Foreign Language) and their implication for improving teachers’ ability to carry out their classes. This paper is designed for use in both pre-service and in-service teacher preparation programs in a variety of flexible ways, as well as for use by individual teachers in self-study mode. A rich range of issues are presented through the findings from survey conducted with 160 KFL-teachers whose teaching areas, genders, ages, and experiences are quite various. The issues are central to the class construction of every teacher of KFL and to success of their language classroom, such as class preparation, implementation, interaction, and evaluation. In the paper, I have made attempts to find out what is needed for making teachers of Korean become more effective producers and managers of their own teaching processes, to describe the qualities that underlie good Korean teachers, and to suggest three approaches, i.e. knowledge-based, experience-based, human-based ones to reflect their classroom experiences. It is my hope that the ideas and resources in this paper will help less experienced teachers to develop their own distinctive teaching styles, and prompt more experienced teachers to reflect on and refine theirs.