This thesis aims to examine the acceptance phase of Goryeo-Sogyo in Literary education. In the literary education, Goryeo-Sogyo has been used as an important material, but it is hard to find the reasonable answer about the educational value of them. It is inevitable task to examine the status of Goryeo-Sogyo in literature textbooks. I examined the literature textbooks which were developed according to the 2009 national curriculum and investigated how many Goryeo-Sogyo works are used as a material, which works were preferred, how these Goryeo-Sogyo works combine with educational contents and so on. I found several kinds of tendencies in literature textbook; Overemphasizing the formal quality of Goryeo-Sogyo, modeling of a poetic narrator`s feature, and disregarding the external elements of the works. Excluding the value as a canon, these textbooks show no other valuable features of Goryeo-Sogyo. I think that this monotonous conception about Goryeo-Sogyo should be change through developing various usefulness of it.