One of the things that affects learner anxiety is teacher. In Korean language education, many studies have been conducted that the teacher's linguistic behavior affects learners' anxiety. However, studies on how teachers' non-verbal behaviors affect learners' anxiety are lacking. Therefore, in this discussion, we try to obtain answers by verifying four research questions on teachers' non-verbal behavior in Korean language education. Chapter 2 is based on the theoretical background of non-verbal behavior, foreign language learning anxiety, and teachers' reflective thinking and summarized previous studies on it. Chapter 3 describes the research subject and the research tool as the research method. In Chapter 4, two of the four research questions were verified. In Chapter 4, two of the four research questions were verified. First, in order to confirm how the teacher's non verbal behavior affects learners' anxiety, we investigated how the learners perceive the teacher's non verbal behavior through factor analysis. Next, learner anxiety was divided into two categories, and each factor was analyzed through factor analysis. Then, when learners recognized a teacher's non-verbal behavior, what kind of relationship it had with learner anxiety was examined by language group (Mongolia, Vietnam, and Japan), as well as for all learners. Second, the relationship between learner variables (learner's Korean ability, learner's relationship with teacher) and learner's perception of teacher's non-verbal behavior was investigated. In Chapter 5, the remaining two of the four research questions were verified. Based on the results of the two research problems demonstrated above, we checked what kind of results came out when the experiment was conducted on teachers. We examined whether teachers can control their own nonverbal behaviors through reflective thinking and whether teachers' nonverbal behaviors appear differently depending on two learner variables. Finally, we examined whether there is an educational effect when teachers control their own non-verbal behavior. This study is significant in that it conducted a detailed study on teachers' non-verbal behavior in Korean language education. However, the number of students by language group is rather small, and the relationship between learner anxiety and academic achievement has not been confirmed. There are limitations in this respect, so further studies should be conducted..