This study examines how the achievement standard of “negotiation”discourse is embodied in textbooks from the perspective of the Korean language curriculum, which emphasizes “actuality.”To properly put into practice the intentions of the curriculum, discourse production activities providing an actual context for discourse based on precise understanding of specific discourse patterns and topics must be offered to learners. Keeping this in mind, this study reviewed the suitability of textbook implementation by focusing on achievement standard related to the “negotiation discourse” to understand how the Korean language curriculum (which was revised in 2007) is implemented in textbooks. A review of 12 types of ninth-grade textbooks at the level of negotiation discourse patterns and topics and of the elements of content in negotiation discourse showed that individual textbooks implemented the same achievement standard with different interpretations. However,despite such diversity in terms of the production of negotiation discourse,integration of the elements of content was merely external and the actual context of negotiation discourse was not implemented.