The purpose of this study is to analyze the cognitive classification of the items for grammar which had been in the national level qualifying tests for Korean language teacher candidates of secondary schools from 2009 to 2013. This study's analysis standards are classified using Anderson & Krathwohl's educational taxonomy that was written by Krathwohl who is co-author of Bloom et al.'s taxonomy, so this taxonomy has a meaning as a revised edition of original taxonomy. The result of this study is summarized as follows. First, in the structure of the knowledge dimension of the revised taxonomy, there had been 17 items for factual knowledge, 23 items for conceptual knowledge, 1 item for metacognitive knowledge. But no item for procedural knowledge of the total 41 test items. Second, in the structure of the cognitive process dimension of the revised taxonomy, there had been 35 items for 'understand', 2 items for 'analyze' and 'evaluate' respectively, 1 item for 'apply' and 'create' respectively. But no item for 'remember' of the total 41 test items. As above data show, test item for grammar had been focused mainly on 'understand of factual and conceptual knowledge'. This is not enough to evaluate teacher's speciality. So the concept of cognitive complexity needs to be considered at the question items for the national level qualifying tests for Korean language teacher candidates of secondary schools.