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In the middle schools at Incheon, 2009 Revised National Curriculum has been applied in every course since the class of 2011 due to the expansion of schools’ empowerment. In this manuscript, I am going to research three main revisions of 2009 Revised National Curriculum, which are intensive courses, 20% increased and decreased number of classes in each course per week, and reduction in the number of courses, in terms of their adequacy, application, and settlement, based on the expansion of schools’ empowerment. Also, based on this research, I’d like to suggest the problems and improvements of 2009 Revised National Curriculum. As a result, there are some problems in 2009 Revised National Curriculum, such as reduction of courses from the introduction of intensive courses, difficulty in conducting the courses (such as social studies, history, ethics, music, arts, physical education, and foreign language for living) as intensive courses, excessive concentration on the subjects for the entrance examination and scholastic disparity among schools from changing in the number of classes of each course per week by 20%. As the solutions, it is able to suggest schools’ empowerment on intensive courses without limitation, abolishing the intensive course system and increasing the frequency of classes per week, and adjusting the number of classes by within 10% instead of 20%. From 2009 Revised National Curriculum, I’d like to place second language education including foreign language for living and find the problems of second language education in the curriculum. Especially, the problems and the alternatives for Japanese language education including Japanese language for living will be provided to develop and intensify Japanese language education. Consequently, it is known that the classes of Japanese language for living in middle schools are depressed in quality, compared to their class times per week. Therefore, it is difficult to conduct long󰠏term foreign language education, connected from elementary school to high school and to develop human resources for the globalized society. This burdens not only students, but also teachers in terms of education and evaluation. Also, schools tend not to include the education of Japanese language for living in their curriculum due to intensive course system and reduction in the number of courses. As the solutions, there are reexamination of 2009 Revised National Curriculum, intensification of the education of Foreign language for living, studying second language education as amalgamative study, and the introduction of new systems for teachers.