Research on teaching and learning situations and classroom activities for college-level Korean as a Foreign Language (KFL) is lacking, although the number of KFL learners is rapidly increas-ing worldwide. To fill this gap, this study conducted a survey of KFL teachers to examine the ac-tivities used and how they are employed by teachers in college Korean classrooms. The main focus of the study was on the analysis of classroom activities used and proposed by teachers based on the theory of multiple intelligences (MI). MI theory has been documented as a framework that not only helps foreign language teachers to design exciting and effective learner-centered activities, but also improves students’ learning outcomes. MI, however, is not widely known in the KFL field. The present study aimed to answer the following four questions. First, what are the current KFL teaching and learning situations in university settings outside of Korea? Second, how do KFL teachers perceive the roles of classroom activities and actually employ them? Third, do activities used in KFL classrooms activate all eight distinctive intelligences of MI theory? Finally, what classroom activities are required in the KFL context?