The purpose of this study was to examine the hierarchy methods of Korean irregular verbs in the context of teaching Korean as a foreign language. This study attempted to present the range and order of education that must be achieved to effectively teach the irregular predicates of the Korean language to foreign learners. First, to select irregular predicates that will be analyzed for hierarchy, this study defined irregular predicates based on a concept different from the concept applied in school grammar. Thus, since foreign learners recognize irregular predicates as the verbs and adjectives presenting structural changes in the combination between the stem and ending, this study defined irregular predicates as the predicates showing structural changes in the combination between the stem and ending. In particular, this study selected the seven irregular predicates that must be taught to foreign learners (‘ㄷ’, ‘ㄹ’, ‘ㅂ’, ‘ㅅ’, ‘ㅎ’, ‘르’, and ‘으’-irregular predicates) and sequentially ranked these predicates. This study viewed the frequency of usage and the grammatical difficulty of the predicative as important standards for the sequential ranking of irregular predicates and reflected these standards in the sequential ranking process. (Yonsei University)