The purpose of this study is to identify problematic aspects occurring in Korean language classes taught by pre-service teachersFor this purpose, subject instructions implemented by 45 Korean language pre-service teachers in “A” University in Daejeon were examined and Some of them conducted in-depth interviews to identify problems. The results indicated that the problems faced by Korean language pre-service teachers included a failure to appropriately propose motivational activities related to the course objectives in the class, inappropriate explanations on the concepts necessary for the class, application of inappropriate teaching techniques, lack of communication skills in the classroom, and finally, inadequate evaluation of course contents. And then, this study proposes reflective teaching portfolio activities as a strategy to solve these problems.