Purpose The study aims to develop a Korean language teaching model based on the principles of Problem-Based Learning (PBL) for foreign learners majoring in Business Administration. Recently, as the educational effectiveness of PBL classes in business education has been evidenced, the significance of a teaching and learning approach combining self-directed inquiry and team collaboration centered on practical and ill-structured problems has been emphasized. This paper systematically developed a 15-week practical, role-based, and collaborative PBL problem scenario by analyzing Korean business language textbooks and domestic and international PBL class design cases. Methods The major research procedures included setting the necessity and objectives of the course design, analyzing relevant theories, textbooks, and case studies, deriving weekly learning goals along with practical situations and tasks, designing deliverables, and establishing a team-based collaborative and feedback structure. This comprehensive approach ensures the instructional model aligns well with the principles of Problem-Based Learning and learner-centered teamwork. Results The problems for each week were designed to reflect the practical context of business administration, assigning learners the roles of actual company members and managers. The design systematically guided learners through activities such as exploring diverse solution paths, producing deliverables, conducting peer evaluations, and engaging in reflection, ensuring a comprehensive experiential learning process. Conclusion This instructional design model complements the limitations of traditional lecture-based education and confirms its academic and practical significance in organically enhancing the practical competence, collaboration skills, and problem-solving abilities of Korean language learners majoring in business administration. This approach highlights the integration of theory and practice essential for effective learner-centered education in business Korean.