Though the government's education policy pursued curriculum based instruction, the actual instruction and evaluation in Korean schools were still being implemented based on textbooks. This paper presented several ways of textbook-centered instruction and evaluation. The reasons why teachers give lessons and evaluate outcomes based on textbooks are as follows : excessively normative legislations on school textbooks, too much contents and the gap between textbooks and student's developmental level, teacher's lack of concerns over the curriculum, blind faith in textbooks by the parents and school administrators and non-supportive environment for teachers to conduct curriculum based instruction. Textbook-centered instruction and evaluation were beneficial in the sense that it enabled all the same-grade students in the nation to learn the same contents and helped narrow the gaps of education level among schools or regions by reducing the differences of teacher's instruction. However, in the environment where instruction and evaluation relied too much on textbooks, teacher's teaching professionalism was neglected, student's opportunity to be active and enthusiastic in learning was decreased and there was a high possibility that a kind of misconception that textbook was always right can be instilled to students, which made it difficult for students to think critically. Based on the results through this study, suggestions on how the curriculum based teaching and evaluation could be realized and what could be done in the level of nation, school and teacher were presented.