As increasing numbers of foreign language programs have employed multimedia into their curricula, the importance of ways and means to optimize the students' language learning through multimedia has been emphasized. While multimedia with on-screen text in the target language is extensively adopted by foreign language learners, there is no study of its effects on Korean language learning up to date. The purpose of this study was to investigate the effects of Korean captions through Korean pop culture media on Korean language learners' incidental vocabulary learning, as a pioneering study in Korean language education with captioned multimedia. A total of 120 beginning, intermediate, and advanced college learners of Korean participated in this study. All the participants watched two Korean music videos, one with captions (L2) and the other without captions (four times each video for three consecutive days) along with English subtitles. The vocabulary Knowledge Scale (VKS) developed by Paribakht and Wesche (1993) was used to measure the participants' knowledge of target words before (pretest) and after (posttest) viewing each video, and the participants' vocabulary gains from the pretest to the posttest were compared using SPSS (a paired-samples t-test) whether the gains for the two videos, with and without Korean captions, resulted in significant differences. Besides, the gains between the participants' course/proficiency levels were examined using a 3 x 2 ANOVA to see whether there significantly different gains were obtained among their levels. The results of this study revealed that both treatments brought statistically significant gains in Korean language learners' vocabulary knowledge and that the captioned video resulted in greater gains than the non-captioned video, which was in line with the previous studies (Baltova, 1999; Bird & Williams, 2002; Huang & Eskey, 1999; Koskinen et al., 1996; Montero Perez et al., 2014; Neuman & Koskinen, 1990, 1992; Syodorenko, 2010; Winke et al., 2010). Also, the students in the intermediate and advanced levels tended to obtain more vocabulary knowledge than those in the beginning level when Korean captions were presented. The participants' voices supported these results and indicated that the availability of captions enhanced their language abilities not only in acquiring vocabulary knowledge but also in other linguistic areas such as reading speed, listening comprehension, and pronunciation. This study concluded with a discussion of the pedagogical implications of using captions in a variety of ways to enhance foreign language vocabulary acquisition and suggestions for further research, including limitations of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]