Proponents have long-asserted Taekwondo praxis develops practitioners physically, mentally, and spiritually. Taekwondo moreover has three stages of learning: musul (martial technique), muyae (martial artistry), and mudo (martial way). On the other hand, Immanuel Kant bifurcated knowledge into a priori and a posteriori knowledge. A priori is knowledge learned through reason or other means which do not require the use of the five senses, while a posteriori knowledge is acquired empirically. The purpose of this paper is therefore to elucidate Taekwondo knowledge as either a priori or a posteriori. As such, we classified the musul and muyae stages as a posteriori knowledge and the mudo level as a priori knowledge. Consequently, a priori and a posteriori knowledge are both existent uniquely within Taekwondo. We concluded a Kantian approach to Taekwondo pedagogy can provide a guided course of study for all Taekwondo programs, since the different levels can correspond with different learning objectives (e.g., self-defense, sport, and exercise programs). Although several reasons for adopting this pedagogical model exist, the two most critical for Taekwondo’s continued growth and development are as follows. This pedagogical model withstands academic scrutiny better than previous theories, because it avoids the problems incurred by the ontological-based Taekwondo philosophies and pedagogies. More practically, this model is easily incorporated into all Taekwondo programs regardless of their educational objectives.