This study presents the current situation of English intonation teaching/learning in Korean middle and high schools. To see if English intonation was instructed properly and to assess the current problems in real classroom situations, a survey of 797 Korean students (399 middle school students and 398 high school students) and 29 Korean teachers who are teaching English at middle and high schools was conducted. Results indicated that students and teachers recognized the importance of intonation in communication and the necessity of intonation instruction in the classroom. However, the time spent for the implementation of intonation instruction in the classroom was fairly short. Moreover, the majority of students and teachers were not satisfied with the intonation materials presented in the textbooks in terms of its amount and contents. Teachers also claimed difficulties in teaching intonation due to a lack of sufficient explanation in the textbooks.