The present study investigated multiple componential skills for conventional spelling using data from 5-year-old Korean children (N = 77). Error analysis showed that 5-year-old Korean children primarily employed a phonological transcription strategy in spelling despite the absence of systematic and explicit instruction on phonological strategies (i.e., phonological awareness and alphabetic knowledge). Results from regression analysis revealed that alphabetic knowledge, orthographic awareness, and morphological awareness were positively related to spelling after controlling for vocabulary and phonological awareness. These results converge with previous studies with English-speaking children showing the importance of multiple skills such as alphabetic skills (phoneme awareness and letter knowledge), orthographic awareness, and morphological awareness for early spelling development. (Contains 5 tables and 5 footnotes.)