This chapter examines the implementation and impact of Korea’s 2019 “Responsible Hangul Education Policy” on literacy development in native Korean children. Aimed at addressing growing literacy gaps, the policy expanded on instructional hours and introduced diagnostic tools and supplementary resources in public schools. Drawing on a review of cognitive factors essential for Hangul reading and writing—such as phonological and morphological awareness—the chapter evaluates the effectiveness of current teaching practices. Despite these initiatives, challenges persist, including a lack of empirical research and inconsistencies in policy execution. The chapter concludes by proposing evidence-based instructional strategies and enhanced teacher training to improve Hangul literacy outcomes.