This study aims to analyze the content of North Korean textbooks in elementary and middle schools. The characteristics of North Korean textbooks were examined. Results revealed their characteristics such as addition of preface form, goal-oriented Korean language education, competitive education orientation, photo presentation, learning activity presentation, application activity, and review activity presentation. In North Korea, the term “debate” is employed differently from South Korea. In North Korea, the term “environmental development” is employed instead of “introduction”. In grammar, terms such as irony, doctrine, repetition, personal pronoun, direct pronoun, question pronoun, and postposition are different. North Korean textbooks primarily contend with totalitarianism rather than individualism, and their positive perceptions of poverty and antipathy toward enemies differ from South Korea.