In this paper, two Korean textbooks that are most widely used in American colleges are analyzed for representations of gender, race and nationality. Literature review shows that representation in textbooks does matter for learners and that representations of gender, race, nationality, ethnicity, cultural diversities, disabilities, sexualities, non-nativeness, occupations, age, socioeducational backgrounds, etc. have been concerns of the researchers. While there have been a lot of studies on representations in EFL/ESL textbooks, such research on KFL/KSL textbooks is relatively new, even though representation is an important issue to the Korean language education in the era of globalization and multicultralism. The main characters who have names, conversations and illustrations and keep appearing throughout the analyzed textbooks are investigated. The main characters' number of appearances, firstness-the number of times to be presented first in exericses, examples or sentences-occasions, all speaking turns and I (initiation in the IRF sequence, Sinclair & Coulthard (1975))s are tallied, and it is explored if the numbers are relevant to the gender, nationality and race of the characters. Some analyzation of conversations and illustrations are also done for more discussion, which includes how KFL/KSL textbooks could be better in terms of representation.