This study aims to enhance the Korean language peer tutoring program by examining the satisfaction and effect of the Korean peer-tutoring program between foreign post-graduate students and Korean post-graduate tutors majoring in Korean language education. The results of the study are as follows: First, the satisfaction were high in both the tutor and the tutee, and both groups had a positive attitude toward the program showing that Korean language tutoring programs were helpful to both groups. Second, the effect of the program affecting the satisfaction varied from group to group. Results showed that satisfaction tended to be higher in the tutee who indicated that the program helped them ‘improve Korean skills needed for studies and school life’ and tutors who indicated that the program helped them ‘develop self-directed learning skills’. Third, continuous review and development are needed in areas of tutoring team study period tutor training and managing compensation for tutors. More consideration on how the role of the Korean tutors are different when tutoring foreign students is needed and support in providing assistance to these tutors in performing their role well should be developed. This study is significant as it presented a model of peer-tutoring program during a period where there is an increase of foreign post-graduate enrollees and this study may serve as a basis for developing peer tutoring programs for foreign post-graduate students in the future.(Ewha Womans University)