This study explores the characteristics of the 2012 National KSL(Korean as a Second Language) Curriculum, implemented in 2012 due to the increase of Culturally and Linguistically Diverse Students. Also, this study investigates a significant KSL program execution strategy, through examining specific KSL curriculum cases which are mainly operated in KSL research schools. Currently because the KSL education program is in its infancy, there is a lack of understanding of the concepts and characteristics of KSL education in both academia and primary schools. Although the program is still undergoing some trial and error concerning actual teaching situations, it is also rapidly stabilizing. To sum up, this study deals with the general problems which are the core issues in understanding the 2012 National KSL Curriculum documents: the concept and features of KSL education, the aimed learners of the KSL program, the purpose and content of KSL education, the principle and specified achievement criteria which focuses on Korean proficiency and the operating fundamentals of the KSL education program. Furthermore, it suggests an upright direction of managing the KSL Program to improve the executive problems that emerged, by examining the KSL Curriculum research schools’ management case studies.