This study clarifies the perception of Korean language history education contents that middle and high school Korean language teachers regard as mandatory in their classes. To this end, this study aims to develop a scale for the perception of Korean language history education contents and to verify the validity and reliability of this scale. The study underwent a four-stage research process. First, the first preliminary questions were created through reviewing the existing studies and curriculum. Second, the second preliminary questions containing information on the perception of Korean language history education contents were selected by comparing and reviewing the first preliminary questions and an opentype questionnaire for experts (20 subjects). The validity of the questions was verified through in-depth interviews with experts. Third, data collected from the second preliminary questionnaire (20 subjects) were analyzed to revise and supplement questions. This led to the selection of questions for the final questionnaire. Fourth, new data (100 subjects) were collected and analyzed to verify the factor structure suitability for the final questionnaire including 21 questions. A total of 135 on-site Korean language teachers and education experts participated in the study. The collected data were analyzed through inductive domain analysis (open questionnaire data), descriptive statistics, exploratory factor analysis, correlation analysis, and the reliability test (Cronbach’s ⍺), etc. Through the above process, this study developed a 21-question scale which measures Korean language history education content information perceived by Korean language teachers, and verified its reliability and validity.