This study examines the problems of Korean modern music history presented in 14 types of the 2015 revised middle school music textbooks and suggests measures for improvement. First, the results of investigating the problems are as follows. Concerning periods and years (eras), they referred to both ‘the modern era’ and ‘the contemporary era’ as ‘the modern and contemporary era’ together, presented the point of the modern era that did not align with musical characteristics, or presented the point of the modern era with multiple different sections. Regarding learning goals and learning activities, they used implicitly vague verbs, mix modern and contemporary contents or lacked diversity and accuracy, especially in the case of learning activities. About learning content, they included information that was inconsistent with facts, lacked sufficient evidence, or omitted meaningful content requiring the need of learning. Concerning learning materials, they contained photographs that did not match the eras or the title, presented only illustrative materials without photographs or lacked learning materials that could provide diverse information. About the problems above, this author suggests how to improve them as follows. Concerning periods and years (eras), it is needed to divide the modern and contemporary eras into ‘the modern era’ and ‘the contemporary era’ respectively and revise the point of modern times to ‘the end of the 19th century.’ The learning goals and learning activities are suggested to use clear and explicit verbs and exclude the contemporary era content. Learning activities are suggested to include new content that can connect with history and music subjects (from other units) and are suitable for learning modern music history. Learning contents are suggested to align with facts and evidence and include new learning contents that can help enhance the efficiency of learning. Learning materials are suggested to replace the ones with photos that match the times, include both illustrative materials and photographs, and add newspaper materials containing various information. With this study as an opportunity, this author expects that the music-historical significance and educational value of Korean modern music history in the middle school music curriculum will be reevaluated and Korean modern music history to be included in the 2022 revised middle school music textbooks will be reborn as more accurate and efficient contents.