The dearth of large-scale profile studies in the context of the Republic of Korea (hereafter Korea) has limited the understanding of classroom praxis and factors that predict instructional practices. To fill this gap, we employed the data from the 2018 Teaching and learning international survey to identify instructional profiles of Korean schoolteachers in relation to cognitive activation, the clarity of instruction, classroom management, and the use of enhanced activities. We then examined how teachers’ perceived self-efficacy, satisfaction with classroom autonomy, engagement in teacher collaboration, and school climate differed across each profile. A latent profile analysis revealed four distinct profiles: Laissez-faire, Controlling, Typical, and Versatile, primarily distinguished by the use of classroom management practices. First, Laissez-faire and Controlling teachers reported strong levels of self-efficacy in classroom management. Second, as satisfaction with classroom autonomy increased, the likelihood of belonging to the Controlling and Versatile profiles increased. Third, collaboration was the key to Versatile profile membership. Fourth, innovative instructional practices and a positive school climate were related. Finally, controlling membership was associated with a negative school climate and a low sense of efficacy in engaging students. These findings have important implications for professional development programs and policies in the Korean educational system.