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This study is the result of importance performance analysis concerning multi-cultural education, which showed that the perception of bilingual education differed completely between teachers and students and parents of multi-cultural families. I examined the current situation of bilingual education with a focus on elementary school students of multi-cultural families in Seoul, and also conducted thorough interviews with educational institutions, aiming to explore the reasons for these differences in perception and to clarify the demands that exist toward bilingual education today. I discovered that the bilingual education programs currently offered at multi-cultural family support centers and elementary schools are based on foreign language education, focusing more on cultural rather than linguistic education. Students come from various backgrounds, making it difficult to distinguish between foreign language education and the education of the languages their mothers speak, but different goals should be set and applied according to the needs of each student. In particular, immigrant children are in need of differentiated educational programs. Also, the current tendency of bilingual education classes to focus on cultural education should shift to include clear goals and directions for bilingual education.