I conducted fieldwork in a third-grade elementary Korean language arts classroom from March 2009 to February 2010, in order to understand the essence of Korea language arts class (KLAC). I tried to identify significant phenomena that characterize KLAC. It turned out that many students in the classroom were against the privileged interpretation of stories in textbook—I called this “a revolt discourse”. There are two characteristics of the phenomenon. One is that some students were against deriving morals from impossible or implausible stories, such as when a bug suddenly becomes a butterfly in “Narae and Tulduri”(impossible) or when two brothers threw away gold to preserve their love for each other in “Two Brothers Throwing away Gold”(implausible). The other characteristic of the phenomenon is that some students were against deriving morals from perceived immoral behavior such as when a cloth-cutter lied to the king in “The Emperor has no clothes” or when the heroin jumped into the sea leaving behind her blind father in “Shimcheongjeon”. In understanding and judging the dilemma in a so-called “figured world”, students appeal to two criteria, “possibility/plausibility” and “morality”. This is an important phenomenon in KLAC. “A revolt discourse” does not merely involve being against the privileged interpretation of stories in textbooks, but taking a position from which to analyze the story and relate it to reality.