Abstract Dutch didactics—in Korean mathematics education society often referred to as Realistic Mathematics Education (RME)—has become one of the major perspectives on mathematics education which have been widely discussed and applied by Korean mathematics educators and mathematics teachers to reform Korean mathematics education over the past 35 years. This chapter briefly depicts how RME has been introduced in both theoretical and practical viewpoints through doctoral and master’s theses as well as through journal articles and curriculum documents in Korea. It turns out that RME has provided integral and meaningful issues to be constantly discussed among Korean mathematics educators since its introduction in the 1980s. In conclusion, RME has contributed largely to activating and reshaping Korean mathematics education in multiple ways although several barriers to overcome or perspectives to modify have emerged due to Korea’s different social and educational backgrounds. Parts of these barriers as well as recognised benefits come to the fore through feedback and reflections from the teachers and students who experienced RME in Korean contexts, as described at the end of this chapter.