This study aims to analyze and examine the order and methods of consonant presentation in Korean language textbooks published in China, based on previous research. To this end, five Korean language textbooks used in Chinese universities were analyzed in terms of their consonant presentation sequence and methodology. The analysis yielded four key pedagogical implications. First, from a systematic perspective, all 19 Korean consonants, including /ㅇ/, should be presented comprehensively. Second, when introducing sounds, the sequence should be arranged based on a contrastive analysis of Chinese and Korean phonetic systems, prioritizing consonants that are familiar and easy for Chinese learners before introducing new and challenging ones. The study identified three major types of consonant presentation sequences, each with distinct characteristics. Determining which type is most effective requires further empirical research to supplement the findings of this study. Third, when using the International Phonetic Alphabet (IPA) to represent Korean consonants, a standardized and consistent approach should be adopted. Additionally, equating Korean lax consonants with Chinese unaspirated stops in phonetic comparison is inappropriate. Fourth, visual aids should be actively utilized during the learning process to enhance comprehension. Furthermore, explicit explanations of stroke order should be provided to facilitate learners’ acquisition of Korean consonants. (Kyung Hee University)