This study explores the potential use of reader-centered intertextuality in Korean classical poetry education and makes suggestions for the same. Reader-centered intertextuality refers to the formation and identification of an intertextual relationship between texts based on the context of the texts or the association made by readers as they interpret the text based on their own cultural memories and experiences. This research analyzed literary essays written by Chinese learners on the Goryeo song “Dong-Dong.” The reading patterns of Chinese learners were divided into “searching for the meaning of the text based on literary experience,” “comparing the meaning of the text based on cultural context,” and “appropriating the meaning of the text based on personal experience.” We found that the literary literacy gained from reading of Chinese literature led to accommodation of the “Dong-Dong” song, and saw the positive effects of actively organizing the meaning of the text. This is significant because it provides an argument for integrating reader-centered intertextuality into Korean classical poetry education. At the same time, we found certain limitations, based on which we make the following suggestions for Korean classical poetry education. First, it should actively foster a classroom atmosphere in which learners can become active readers, and encourage them to interpret the meaning of the text subjectively by drawing on their own experience of language and literature. Second, teachers should encourage learners to relate various aspects of different poems, including the atmosphere, the speaker's emotions, the form, the poetic moods, and so on, based on intrinsic similarities in the texts. Third, a teacher requires an official capacity to reach an in-depth understanding of cultural heterogeneity by grasping the characteristics that are unique to Chinese learners. Fourth, the teacher should create an environment that evokes the learners’ personal experience so that they can immerse themselves in the text and identify with the poetic speaker.