This study investigated a case of scaffolding-based guidance for Korean pre-service teachers’ mock lesson design and implementation. To help pre-service teachers with limited Korean language teaching experience successfully complete the task of designing and implementing a Korean listening mock lesson, the study followed the ADDIE procedure to break down the entire mock lesson design and implementation process into smaller steps. At each stage, the necessary procedural, content-support, and participation-inducing scaffolding were provided. The results showed that through various forms of scaffolding, pre-service teachers were able to successfully complete the mock lesson design and implementation process and enhance their sense of efficacy, satisfaction, and accomplishment. It is expected that this study can contribute to the exploration of effective guidance methods for strengthening the teaching capacity of Korean pre-service teachers.