This study aims to survey the Korean language textbooks and curriculums that reflected interpretive communication and to seek a direction of interpretive communication education. An analysis of the Korean language textbooks and curriculums shows that ⑴ in 1st～3rd curriculum period, monophonic interpretive communication is emphasized, ⑵ in 4th curriculum period, interpretive communication is diminished, ⑶ in 5th～6th curriculum period, noticing differences present in interpretive communication, and ⑷ in 7th～2007 curriculum period, interpretive communication as meaning transaction is oriented. In spite of development of the perspective of interpretive communication education, it is not sufficiently complete. In the majority of cases, interpretation(or communication) afford the means of communication(or interpretation). The interpretive communication is a method of interpretation and interpretation itself in one. Therefore when educating interpretive communication, ‘one experience’ should be offered.