This study explored the possibilities and limitations of the 2015 elementary Korean textbooks from the perspective of developing student agency to concretize the student agency education discourse. Based on the results of the analysis, the direction of future Korean textbook development was discussed from four perspectives. First, enhancing students’ right and ability to choose. Second, promoting metacognitive-based student assessment activities so that students could assume the responsibility for their own learning. Third, facilitating encounters with other parties to encourage to collaboration. Fourth, improving the specificity of explanations of fundamental knowledge and skills and emphasizing repeated exposure.