Middle school music textbooks include all the contents of Korean music history, most of which are linked to activities for music appreciation. It needs to be examined how these contents can help understand the musical contexts that characterize each period of Korean music history. Thus, this study closely examined the content of Korean music history presented in the middle school music textbooks in accordance with the 2015 Revised Music Curriculum. Afterward, the study identified problems and sought a direction for improvements. The findings of the study are as follows. The aspects of the Korean music history included in the music textbooks give weight to the ancient rituals of Heaven, the geomungo of Goguryeo, the giakmu(伎樂舞) of Baekje and the gayageum of Silla. It also contains a relatively considerable amount of contents regarding beompae(梵唄: a genre of Buddhist ritual chants and songs) of the Unified Silla, murals in the mausoleum of Princess Jeonghyo of Balhae, Yeondeunghoe(燃燈會: a festival of lotus lanterns), Parlkwonhoe(八關會: a national religious festival), and Confucian ritual music at the Munmyo shrine of Goryeo. The contents for the early Joseon period focus on the musical achievements of Kings Sejong, Sejo, and Sungjong, while those of the late Joseon period focus on the pungnyu music and folk music. However, it is difficult to fully understand the historical context since most of the music textbooks only contain partial parts of music, musical instruments, iconographical materials, and figures from each period through a mere introduction of names and fragmentary explanations. Also, some of the music textbooks use a cartoon for educational purpose to increase students’ interest and understanding. Although their intention is decent, the cartoon is limited to properly understand the whole flow of Korean music history and musical characteristics of each period. The problems of the Korean music history in the Music textbooks are identified as inaccuracy of periodization, conceptual errors in terminology, or absence of explanation. There are no sufficient contents about the music of each period, and a clear introduction of iconographical materials and proper utilization of the resources are lacking. In addition, there is a lack of understanding of influential figures in music and music institutes. There is almost no activity for appreciation of Korean music in the historical and cultural contexts. To solve these problems, detailed supplementary explanations are required rather than simply presenting music terminology. In other words, distinct periodization should be suggested, and a precise meaning should be given to the concepts of terminology. Also, iconographical materials such as mural paintings in tumuli, artifacts, uigwe(儀軌: royal protocols of the Joseon Dynasty), and genre paintings should be actively utilized. Contents that help understand influential figures related to the music field should be presented. Activities for appreciation should particularly center on understanding musical pieces in the historical and cultural contexts. Music textbooks are used as basic materials for teaching and learning, so they should introduce the contents accurately. Hence, this study emphasized that the contents of the Korean music history in music textbooks should represent musical information of each period in a more detailed and clear manner so that students can understand how musical aspects have changed in the course of history as well as the musical activities of each period.