This research proposes to encourage Korean educators engaged in integrating defectors through the Alternative School for North Korean Youth to pay more attention to the experiences of their American counterparts. The United States has a long-lasting education system which deals with refuges from all over the world, thus, in my opinion, Korean teachers should examine them closely for their own benefit. The implementation of the integrated (integrating) Alternative Schools can be accomplished in three phases. First of all, for the phase one, a Social Welfare Task Force which governs the integrated services has to be formed, and related database should be built. Second phase is to perform co-operation through case management after constructing the network. Finally. in third phase, the total quantity of resources for services need to be reviewed, and when a service is offered, it should be applied flexibly and separately according to the characteristics of each individual. To sum up, if the integrated services of the Alternative Schools are supplied through these strategic implementation phases, the function of North Korean youth defectors will be reinforced, not to mention the improvement on education quality.