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The present study aims to investigate what the differences and similarities are in the rhetorical organization of introductions of Korean theses written by native Korean speakers and Korean learners on the basis of Swales’ (1990) Create a Research Space (CARS) model with three additional moves suggested by Lee (2001a) (hereafter called CARS+3 model) and whether the CARS+3 model can be applied to a genre analysis of introductions of Korean theses. Additionally, the markers of moves which show movement of each move and step of introductions were examined. The purpose of this study was to provide the raw materials that can be utilized in the teaching of Korean writing for academic purposes. Genre analysis which was used for this research is expected to contribute to advancing evidence-based pedagogy in teaching Korean as a foreign language.