The purpose of this paper is to examine how the TOEIC score is positively influenced by implementing the schema activation in TOEIC LC and RC classes during a three week long D University English Immersion Program in Chungnam Province. Two different level-based LC and RC classes showed that the schema theory contributes to obtaining higher scores in TOEIC. Considering the theoretical idea of the schema, EFL learners who have internalized memories and/or experiences in certain circumstances easily comprehend information during the paper test, in forms of images and vocabulary. This paper demonstrates that previously constructed schema have a cognitive function which motivates TOEIC learners to try and understand unfamiliar expressions. In particular, this paper also verifies that the improvement of the TOEIC LC score is significantly higher than that of the TOEIC RC score in the schema activation class.