Foreign language education is and should be fundamentally and intrinsically international and intercultural. It aims to nurture global citizens by involving a target language (TL), TL culture, and TL countries or regions. In this sense, the Korean as a foreign language (KFL) curricular internationalization in the US centers around English-speaking students as a primary learner group and South Korea as the sole TL country. This chapter critically reviews the current endeavors of internationalization of KFL curricular practices in US higher education, including summer language programs, study abroad programs, and digital internationalization. The analytic lenses from critical sociolinguistics and critical language pedagogy reveal that as a rapidly rising but still less commonly taught language, Korean language curriculums and programs have focused on quantitative growth in internationalization, needing more critical reflection and self-evaluation of the substantive qualities of curricular elements and processes. The chapter argues that it is high time to revisit and deconstruct the notions of TL, TL culture, and identity formation in TL communities.