The context of the Korean language classroom is the place where diverse people with different cultures and languages can communicate among various cultural backgrounds. Thus, this requires the teacher to be qualified with intercultural competence in order to help Korean learners understand and negotiate their conflicts, because in that context, the teacher's correlational ability must have been reflected in the aspects of respecting and recognizing learners from various backgrounds as well as all the curriculums of language learning. Therefore, this study surveys intercultural competence of Korean teachers, interacting with diverse people between different cultures, and presents the programs for intercultural learning. To do this, the research will be as follow: First of all, after this study looks into the curriculums of Korean academic degrees, 'Education of Korean as a foreign Language', it observes how the intercultural education for teachers has been working. In addition, this study is intended for implications, by monitoring the curriculums of developing the vernacular in contents of the standard education, based mainly on the communication, in Japan. Moreover, this focuses on the main points, which several researchers have suggested, developing intercultural competence for communicating effectively between cultures. Based on these materials, by means of the survey instrument consisted of interview and questionnaire, this research examines and analyzes intercultural competence of the Korean educators as following: knowledge and experiences about intercultures, communicative skills between different cultures, and interactive correlational abilities. The result of the analysis is showed with methods of the intercultural teaching required Korean educators, which are divided into 'culture-specific' and 'culture-general". (Sookmyung Women's University)