The purpose of this study is to examine how Korean language arts teachers implement media literacy education in schools. The study answers three questions. First, what do Korean language teachers think of media literacy education? Second, how do they implement media literacy education? Finally, what arethe implications of practicing media literacy education in schools? To answer these research questions, researchers analyze how four middle-school Korean language teachers recognize the importance of and implement media literacy education. In this study, participants had varied views on media literacy, which were reflected in the way they practiced media literacy instruction as part of their schools. Some of them struggled with media literacy instruction, feeling that the associated textbooks, assessments, and teaching strategies were too complicated to practice. The participants pointed to contextual obstacles in instruction, such as conflicting home.school values, lapses in school administration, and the limited availability of resources for instruction. It is hoped that knowledge gained from this study will contribute to the development of meaningful media literacy education in the future.