This study examines prior research related to the Korean as a Second Language (KSL) curriculum to identify research outcomes and trends. To achieve this, a total of 115 journal articles and 172 dissertations published between 2007 and 2024 were selected and analyzed. A chronological analysis revealed that the largest number of journal articles were published in 2015 and 2019, while dissertations showed a steady increase following the announcement of the 2012 curriculum. Thematic analysis using ChatGPT generated nine categories: “Analysis and Improvement of the KSL Curriculum,” “Research on Diagnostic Assessments for KSL,” “Learner Korean Studies,” “Teaching Methods and Educational Approaches,” “Policy and Case Studies,” “Textbook Research and Development,” “Cultural Education,” “KSL Teacher Research,” and “Literacy Studies.” Based on the research findings, it is suggested that interpretive curricula are critical for the KSL curriculum, with an emphasis on the flexibility of curriculum structures and content. Furthermore, many studies have failed to accurately reflect the curriculum's content structure, indicating the need for follow-up measures to ensure a precise understanding and application of the curriculum. (Hankuk University of Foreign Studies)