The role of Korean language teachers who directly execute Korean language education in classrooms is very important. Korean language education is implemented in a variety of ways in accordance with the values of life, educational experience, and philosophy of Korean teachers. The purpose of this study is to understand the voices of Korean teachers and to restore their self-identity through autobiographical writing. By analyzing the autobiographical texts of Korean language teachers both qualitative and quantitative analysis, the objectivity of the interpretation was upheld. The result of the analysis indicates that the process of restoring identity of the Korean language teachers is based on the humanistic characteristics of Korean language education, the existence of Korean language teachers, the philosophy and the role of Korean language education, the conflict between the reality and ideal of Korean language education, and the various orientations and dreams of Korean language teachers.