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The present study explores the issue of appropriate level of text to provide learners reading Korean. Therefore, the present study examines whether “text complexity” that has been researched in native language reading education is applicable as a principle for foreign language education, specifically in Korean reading education. This study focuses on the research findings of existing studies, examining each quantitative factors, qualitative factors, and reader and task factors as suggested by CCSS. Furthermore, this study discusses the aspects that must be considered in Korean language education. While discussions on the level of text have been focused on various concepts such as “readability” and “difficulty” in existing studies, they have not considered the reader and task factor. However, within texts that are presented to Korean language learners, text, reader, and task factors must be considered for an overall evaluation. The present paper shows that text complexity can be established as a theory of Korean reading education.