The purpose of this paper is, back on the national language education through the SAT, which is intended to discuss the Korean language education in the springboard. Since the SAT contains evaluation goals, evaluation contents, evaluation method, while going along this three-axis, given what affect Korean language education, raises what problems such influence on Korean language education I explained that you are. When I viewed through the evaluation goal of SAT, while the Korean language education maintain the pan-subject nature, that does not lose its position as a content subject has been a problem. This is engaged with the compelling issues that some proposed that large socially is a subject that requires language arts. In addition, one of the contribution of the SAT is that it was the thinking and the main contents of evaluation. However, the current thinking is, it is difficult to see and was completely put the characteristics of the language arts. Therefore, should be clear thinking power required by the language arts through the study of the depth of the language thinking is what is. If you look from the perspective of the evaluation method, SAT can be a are shown at the same time potential and limitations of thinking assessed via a 5 or multiple choice. But when the question must be considered a design proposal for the evaluation of language arts specific thinking.