The purpose of this study is to survey Korean teachers`` evaluations of importance, learning difficulty, teaching difficulty on content standards of 2009 middle school Korean Language Curriculum. And researchers also aim to deduce implication to future Korean language curriculum contents improvement. In selecting and arranging curriculum contents, we should consider the importance and difficulty that teachers recognize. Survey result shows some characteristic areal standards to analyze. Those include standards relative to attitude(in the area of listening & speaking and reading), relative to media(in the area of writing), relative to phoneme(it the area of grammar) etc. It also confirms that ambiguity of standard``s statement may cause misinterpretation and wrong application of contents. To improve current Korean language teaching-learning situation, it is needed to materialize connotation of content standards especially for those showing high level of teaching difficulty.