As a basic project of examining the current status of Korean language education for Korea Immigration and Integration Program, this study investigates the characteristics of Korean textbooks for Korea Immigration and Integration Program, focusing on the grammar area. Chapter 2 discusses the overall characteristics of Korean language education for Korea Immigration and Integration Program, emphasizing on the education system and the education stage. As a result, it can be seen that in Korea Immigration and Integration Program Korean language education is reconstructed by reflecting the characteristics of immigrants as learners, but exists within the system of the Korean standard curriculum as a foreign language. In that sense, the educational content of the grammar area should also be organized within the system of the Korean standard curriculum. Chapter 3 explores the composition method of the grammar area of the Korean textbook for Korea Immigration and Integration Program. Compared to the Korean standard curriculum as a foreign language, grammar items handled in this textbook seem to fall into the category of the standard curriculum in most cases, but specificity in the proportion of grammar categories appears in the way that the proportion of expression categories is very high. In addition, there are parts that deviate from the grading method of grammar set in the Korean standard curriculum, and it seems that the content of grammar education set in the curriculum has not been faithfully reflected. Chapter 4 investigates the grammar items presented in the Korean textbook for Korea Immigration and Integration Program in terms of presentation methods. In various aspects, the textbook presents grammar items suitable for the situation of Korean language education for Korea Immigration and Integration Program. However, in this process, the educational content set in the Korean standard curriculum is omitted, and there is a lack of consistency in the method of presenting grammar items.