This study sought to conceptualize and structure, at the level of parental agency, the internal conflicts experienced by Korean parents during childrearing and to draw educational and policy implications for supporting parents. In October–November 2024, an open-ended survey was administered to 728 members of the nationwide Parent Monitoring Panel under the Ministry of Education. A total of 4,449 statements were collected; following preprocessing, 4,021 statements were retained for analysis. Analyses included text preprocessing, frequency-based keyword analysis, word-cloud visualization, and Latent Dirichlet Allocation (LDA) topic modeling. The most frequent keywords were “child,” “education,” “school,” “concern,” “parent,” “children,” “friends,” “learning,” “hagwon” (private tutoring institute), and “time.” The topic model identified five major themes underlying parents’ internal childrearing conflicts: (1) career choice and preparation for children’s futures, (2) managing study time and private education, (3) navigating school life and responding to problematic situations, (4) parent–child relationships and emotional interactions, and (5) collaborating with teachers and seeking support. By organizing parental childrearing dilemmas into a coherent thematic structure, this study offers empirically grounded evidence on the domains of conflict parents face and extends analytic approaches in the related literature. The findings also suggest practical and policy directions for parent support, including strengthening school–home partnerships, expanding career and learning supports, and providing counseling and communication assistance during conflict situations.