The present study sets its goal to review the current issues on the education of ‘Attitude toward Korean language’, which is the core part of affective domain in Korean grammar teaching, and its new progress. ‘Attitude toward Korean language’ began to take its roots as a major educational entity of grammar teaching and it’s greatly influenced by utilitarian linguistic viewpoints after the Japanese imperial periods. Then in the course of the elaboration of its concept, ‘Attitude toward Korean Language’ was defined as a collective and technical one that can be divided into various sub-attitudes on the realization of Korean Language. In the history of the progress researchers referred to diverse concepts and theoretical approaches such as ‘language attitude’, ‘language and ideology’, and ‘language awareness.’ For the overview of the education on ‘Attitude toward Korean language’, the study defined three distinctive periods and investigated them based on the historical changes of Korean Language Curriculum. The period 1 covers from the Period of GYOSUYOMOK to 5th National Curricular Period, during which the concept of ‘Attitude toward Korean language’ took its place. The period 2 includes 6th~7th National Curricular Periods, during which ‘Attitude toward Korean language’ was acknowledged as an independent category of the contents of Korean Language Education. The periods 3 began with current ‘Constant Revision of National Curriculum’. Since then ‘Attitude toward Korean language’ has been more fine-tuned and elaborated under the name of ‘Korean Language Awareness’ and set as an critical orientation and contents of the National Curriculum.