The modern concept of Korean Language Education was founded in 1945 after the independence of Korea. Despite its short history, the Korean Language Education made such a remarkable development over the years. In the process, the Korean Language Education did not simply focus on ‘teaching’ the Korean Language to foreigners. Instead, it also established a whole new department in Educational Linguistics Studies, which is being actively studied and developed everyday by researchers and students in college and graduate schools. Among the many successful subdivisions under the Korean Language Education, the textbooks have made an outstanding growth. From 1864 to 2009, there were more than 3,400 textbooks published. Various different textbooks were published for different purposes, in different countries, and in different languages. For today’s presentation, I would like to focus on the Chinese translation of Korean Language Education textbooks, which were written and published in Korean. The purpose of this presentation is to define and suggest any significant and preferable points to be considered in translation of Korean into Chinese. For this purpose, I will present the research history of Korean Language Education and Chinese scholar’s research on translation of Chinese grammatical terms as preceding researches. In addition, I will also present the analysis of surveys given to the professors of Korean Language Education in China on their use of textbooks to introduce their ideas on translated textbooks. Lastly, I will briefly mention about conditions for a good textbook and propose the evaluations of current Chinese translation in Korean textbooks. By using various examples from the major textbooks, I will point out the incorrect translations expressed in linguistic, grammatical, and cultural aspects. Based on these points, I will suggest what should be considered in translating the textbooks into Chinese.