This study reflects on the fact that research on North Korean language education has repeatedly revealed a phenomenal difference with South Korean language education through curriculum and textbooks, and suggests a plan of integration. The purpose of this study is to investigate the denotational context and connotational meaning of North Korean language education in comparison with Chinese language education. Considering changes to education in North Korea, I examined the main characteristics of North Korean language education in comparison with Chinese language education, with the presumption that North Korea would have made important reference to Chinese language education. First, in the aspect of perspective and system, it is notable that North Korean language education has focused not only on politics but also on learning other subjects and acquiring various knowledge through instrumental recognition of language. In addition, I explored the context and meaning of the system, which is composed and designed integrally with other scopes, rather than being an independent scope of literature. Second, in the aspect of textbooks, both North Korea and China share the characteristic of direct control and intervention by presenting works and concrete standards in the curriculum documents. A common feature emphasizing ‘world literature’ is also found. Finally, in the aspect of teaching and learning, it is revealed that the level of achievement and the range of learning are presented in concrete numbers in the curriculum documents. The context and meaning that emphasized extracurricular activities are also analyzed.