This study aims to analyse qualitatively teaching dilemmas of special education teachers in teaching Korean Language class. and suggests implications for improving classes better. Therefore we collected documents, observations and interviews as materials for our research and conducted case study with four elementary special education teachers. There are three dilemmas that are occurred in results of analysis. The first was occurred in goal of courses that related to difficulties of curriculum adjustment and modification, as well as teachers' lack of understanding of individual peculiarities of students. The second was occurred in teaching-learning contents and methods that related to troubles between thechnique-based instruction and contend-based instruction, and to difficulties of categories and students teaching-learning strategy application. The third was occurred in evaluations that related to difficulties of utilizing evaluation methods and tools, and to unsatisfying utilization of accumulative evaluation materials. Through these results we suggest some alternatives for overcoming the dilemmas and improving teacher's instructional expertise in Korean Language Class.