The purpose of this study is to examine the difficulty of Korean language use experienced by North Korean refugee children from the third countries. For this purpose, seven North Korean refugee children from the third countries attending school “P” were interviewed. The interview result showed that North Korean refugee children from the third countries experienced difficulty in having basic communication with South Koreans. Especially, they had difficulty in reading and writing due to lack of basic literacy. This low Korean competency caused the children to have troubles of academic performance in school as well as communication difficulty with their peers. It appeared that they were avoiding conversations with others. Also, the psychological fear of language gap hampered development of positive self-identity for these children. To solve these difficulties, there is a need for performing the intensive Korean learning program that is distinguished from the program for multicultural children. It takes some time before North Korean refugee children can enter schools in Korea. Conducting intensive Korean language program to those children during this time will be able to minimize the difference in cognitive and language skills from their peers who are korean native speakers.