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This study aims to draw implications for the preliminary Korean language teacher education plan for foreign graduate students by exploring their Korean language and graduate school learning experiences, and aspects of forming their professional identity as Korean teachers. Foreign graduate students who learn Korean as a second language and major in Korean language education at graduate school experience a combination of changes in the second language self and the formation of identity as a pre-service teacher through graduate courses. How these changes affect the formation of self-awareness and ideal language teacher images are largely individual differences and require qualitative exploration. This study's participants are 13 foreign graduate students of various nationalities attending the general graduate schools and graduate schools of education in Korea. The analysis data are self-assessment questionnaire and in-depth interview data. Based on these data, past Korean language learning experiences, current learning experiences in graduate schools, and the formation of self-image as a future teacher of the participants are analyzed. Finally, the ways to improve education for foreign graduate students as preliminary Korean language teacher are proposed.