Mathematics educators are intensely interested in how mathematics is taught and learned in other countries. In Korea, for instance, the college entrance examination has played a major role in shaping Korean mathematics education (Kwon 2006). All high school students who want to pursue a college degree are required to take a college entrance examination in which the mathematics portion makes up one-fourth of the total 400 points. As a result of this emphasis, the Korean college entrance system continues to be a major topic of debate. Understanding how Korean students are assessed in high-stakes testing would be valuable to policymakers and mathematics educators in other countries; thus, this article will describe the objectives and characteristics of the mathematics portion of the Korean college entrance examination and also analyze in detail some items from the exam. These examples will illustrate what mathematical concepts, skills, and problem-solving methods Korean students need to know to prepare for high-stakes testing. (Contains 2 figures.)