The present study provided the views to the contents and types of the Korean debate teaching-learning. It also analyzed the status and the issues of the debate teaching-learning in the current Korean textbooks. In order that the Korean debate teaching-learning can improve the debate capability of the learners, the following points should be taken into consideration. First, debate teaching-learning should begin at the level 4 or 5. Study units need to be balanced between skill-centered and topic-centered units. Second, essential skills used in the implementation of debate should all be included in the contents for teaching-learning. Third, the debate should not only include social and cultural topics, but should cover political and economical issues, as well. Fourth, the rules for debate should be educated to the learners, so that they can easily understand them. Fifth, informations on the whole debate procedures and context of debate activities should be provided when preparing debate teaching-learning. Lastly, learners should be able to understand and experience more about debate through integration between various language functions, centered on the debate text.