The purpose of this study is to analyze the “Korean Language (for International Students) 1-5” (2022) textbook series, tailored for international learners and published by Kim Il Sung University Press, through the lens of intercultural approach. For this purpose, we examined the relationship between the principles of intercultural approach and foreign language teaching materials and reviewed the current research on Korean as a foreign language in North Korea. Despite the challenges associated with data accessibility, the scholarly efforts persist commendably. However, there exists a notable dearth of research specifically addressing engagement with external entities or intercultural dynamics, largely attributable to the seclusion of North Korea. Thus, this study undertakes a comprehensive examination of the textbook contents, focusing on their treatment of indigenous and foreign cultures, portrayal of political and societal ideologies, and interactions with learners. The analysis reveals that the textbooks prioritize the promotion of North Korean societal advancements, accentuate the superiority of indigenous culture, and oversimplify representations of other cultures. Furthermore, a discernible emphasis on socialist principles, stereotypical gender roles, and biased depictions of occupational groups is evident in the presentation of political and social concepts. Lastly, regarding learner engagement with the materials, a deficiency in open-ended practice activities is noted, alongside a depiction of international students as inadequately skilled. Moreover, the influence of an intercultural orientation in foreign language education is apparent in North Korean materials, manifested through adherence to proficiency standards and the promotion of cross-cultural understanding.