This study aims to check teachers’ recognition of Korean speaking achievement assessment in universities and to check the speaking assessment efficacy of teachers. This study involved performing in-depth interviews with teachers. The study revealed that, discourse ability and sociolinguistic ability, which are important elements of Korean speaking communication competence, were not assessed. Therefore, the construct validity of Korean speaking achievement assessment cannot be high. Further, three of the six teachers responded that there is no particular method of ensuring the reliability of the achievement assessment. All teachers responded that training for speaking assesment is required. Moreover, teachers expressed doubt as to whether the scores for Korean speaking achievement assessment are representative of an actual Korean communication competence. The speaking assessment efficacy of teachers is slightly higher than average. Factors affecting the speaking assessment efficacy of teachers include communication with other teachers about assessment criteria, career, and personality.