Some differences exist in oral communication education between Korean as a foreign language (KFL) and Korean as a native language (KNL). The former aims to raise Korean students’ ability to utilize their native language while the latter aims to teach foreign students to effectively use Korean. The gap is not confined to education, but also its contents and methods, and is significant due to different conceptual processes. Therefore, different educational approaches are required. Considering students’ different perceptions, educators must seek solutions in learners’ inner process, rather than institutional areas. Educational contents and methods are compared in terms of aims, learners’ inner thinking process, and the language usage context. First, regarding leaners’ aims, Korean native learners aim to raise thinking ability, maintain good relationships, identify fundamental solutions to problems, and establish their language as a cultural asset, while foreign or second language learners seek to improve linguistic abilities to understand and speak Korean and grasp its cultural foundation. Second, regarding their thinking process, native language learners comprehend and express without another language while most foreign language learners are affected by their mother tongue. Thus, Korean oral communication education should focus on developing learners’ thinking ability, including accuracy, while Korean as a foreign language and Korean as a native language education should encourage them to comprehend various contexts and to communicate with each other and share experiences using Korean.