This study aims to review acceptance of unreliable narrators in novel education critically from a cognitive narratological perspective. To achieve this, this paper examines a cognitive narratological turn in narrative theory related a unreliable narrator and analyzes aspects of acceptance in mirror of curricular documents, textbooks, teachers guidebooks from the 7th national curriculum period that fist introduced ‘Dongbaekkkot’ as a novel of unreliable narrator to 2011 revised national curriculum period. As a result, contexts and cognitive frames related acceptance of unreliable narrators are revealed. Aspects of acceptance are analyzed in dimensions of real-world frames and literary frames. What this paper does quite clearly is that, first, korean language education has accepted unreliable narrators based on rhetorical approaches and personified narrators, second, has highlighted ignorance of ‘I’ in real-world frames of ‘an innocent boy’ and ‘pure love’ and third, has covered up possibility and necessity of ethical judgement related to reliability of narrator in literary frames of ‘one way communication’ and ‘aesthetic rhetoric’. Lastly, improvement plans are briefly suggested on introduction of judgement on reliability of narrator and discovery of various frames in interpretation traditions. This plan will take concrete shape in a follow-up study.