This study explored how the Korea Immigration and Integration Program (KIIP) might better develop its textbooks for immigrants to conform to the paradigm of the immigration policy of encouraging social integration, using the textbooks of the Australian Adult Migrant English Program (AMEP) as examples and a case study of language education programs for immigrants. Our analysis of AMEP textbooks found educational content in four integrated areas: society, culture, economics, and politics. The textbooks’ social education included content such as social activities necessary in private and public areas; food, clothing, and shelter (the necessities of life); public welfare and convenience facilities; leisure and travel; health and medical care; electricity; transportation; communication media; and security. The cultural education included on geography, climate, history, art, religion, marriage, four ceremonial occasions (coming of age, weddings, funerals, and ancestral rites), and national and regional symbols. Education on the economy included content on currency transactions, consumption activities, job searches, jobs, and job performance based on mathematical ability. Finally, education on politics included content on agencies and activities at the legal, national, and community level.