In this study, I examine elementary school teacher's teaching dilemmas in Korean language classes a case study. To do this I suppose that the dilemmas in Korean language class as a conflict or difficulty of goal, content, method, or evaluation of Korean class caused by class’s interior or exterior reasons such as teacher, student, curriculum, textbook, and environment in the process of the teacher’s class plan, implement and reflection. Teaching dilemmas could be exist because its characteristics. Many teachers are experience great and small dilemmas in class time and aware this apparently or not. Some teachers make these dilemmas as their know-how by solve them. The other ones, on the other hand, just carry these matters over to the next time. Dilemma that didn’t get over probably arises in the next class, term or another grade. Although I deal with the teaching dilemmas of Korean language class as a goal, content, method and evaluation, it requires close examination by analyzing a number of variables which affect to the class or characteristics of dilemmas.