This research looks into how Korean language textbooks have been produced for ethnic Koreans in China. Using critical discourse analysis, the project investigated what ideologies are employed and for whose interests texts are presented in textbooks. The research analysed 18 Korean language textbooks published for primary and middle school students. The findings show that Korean language textbooks portray environmental problems as global concerns rather than specificallyChina’s concern. Earth is depicted as having serious environmental problems. The people and countries of the entire world are depicted asthe perpetrators of the pollution. The textbooks suggest enhancing the shared responsibility to care for earth, making slogans for environmental protection, and designating 5 June as World Environment Day. The environmental problems in China are conspicuously conveyed with information gaps and misinformation. For example, in “The Mysterious Lop Nur,” the writers focused on the economic value of salt produced at the dried up lake. Their support of newly developed areas in Lop Nur also ignores the fact that nuclear testings conducted in Lop Nur have engendered tragic consequences for many local families, including deaths and radiation poisoning. In “Disaster of Frogs’ Village,” the writers even point to children, merchants, and farmers as the culprits of environmental pollution in China rather than factories or multinational companies. None of the textbook stories criticise the Chinese government for seeking economic development at the cost of the environment, and neither do they portray the polluted cities of China. Overall, the textbooks promote Chinese government ideologies, and the interests of owners of national and/or multinational companies and their collaborators rather than everyday Chinese citizens and students.