The present study aims to investigate and compare the English curriculum being implemented in secondary schools in Mongolia and South Korea. Comparisons are made in terms of characteristics, achievement standards, organizations, and contents of the curriculum. Analysis found that there are several differences in some points such as the starting period of teaching English and some points in the main objectives. The aim of the English curriculum of Korea presents that English is a tool for introducing Korean culture, while the curriculum of Mongolia aims that the cultural awareness of other nations enhances learners’ desire to learn a foreign language. Thus, it is found that the achievement standards in both curriculums focus on specific skills and their integration, and those specified standards are the basis for the evaluation. The main scope of the content in both curriculums is based on language function skills and organized from simple to complex and easy to difficult.