Objective: A key element of health education for patients with diabetes is a brief tool that identifies patient-specific barriers to adherence. Adherence to medication is a multidimensional phenomenon, determined by the interplay of patient-, context-, and therapy-related factors. The ASK-12 and -20 Adherence Barrier surveys were created to identify actionable risk factors for medication non-adherence. To examine the validity and reliability of the 14-item Adherence Barrier Survey - Korean (ASK-14) version including 2 items related to ‘Talking with Healthcare Team’ from the original ASK-20 in 303 Korean adult outpatients prescribed medications for type 2 diabetes. Methods: The Korean translated ASK-14 was back-translated to ensure translation equivalency. A cross-sectional survey was used to evaluate the psychometric properties with exploratory factor analysis for validity and Cronbach’s alpha coefficients for reliability. Results: The factor analysis of construct validity identified 3 dimensions of ASK-14, explaining 56.3% of the total variance (inconvenience/forgetfulness, treatment beliefs, and adherence behavior) and providing initial evidence of validity. The internal consistency reliability for the total instrument was acceptable with a Cronbach's alpha of 0.779. There was good correlation between the ASK-14 and 8-item Morisky Medication Adherence Scale (r = -0.498; P < 0.001), indicating that these scales measure theoretically related constructs for convergent validity. There was a significant association between the ASK-14 score and glycosylated hemoglobin (r = -0.119, P < 0.05), indicating evidence of known-groups validity. Conclusion: These results support the cross-cultural applicability of the concepts underlying the ASK-14 with adequate reliability and validity. ASK-14 may be a useful brief measure of adherence behavior, treatment beliefs, and barriers to treatment adherence. * This research was support by Basic Science Research Program through the National Research Foundation of Korea (NRF) funded by the Ministry of Education (grant number: 2013R1A1A2059806).