The paper offers a thorough review of the problems dealing with multi-cultural education following the completion of a level 2 multi-cultural education training course and the education program for Korean language teachers. Both courses were sponsored and supervised by the delegated institution responsible for supporting immigrants in their period of adaptation and settlement in Korea. It has become apparent that the teachers cannot become a true professionalists in multi-cultural education if they solely rely on the knowledge taught in these two courses. It seems that the courses paid too much attention to the difficulties that migrants experience in the period of transition from their own language to the Korean one, thus primarily helping them to become swiftly members of Korean society. This appears to be a very reductive approach to the problem that requires much more professionalism. A good teacher has to develop a sound understanding of the cultural diversities, have good knowledge of their historical and cultural narratives, and come up with a wide scope of strategies, teaching methods and materials. Only then we can be assured that our country provide an adequate education to our multi-cultural society.