This study compared learner’s characteristics associated with Korean teaching-learning, and contents, methods and requirements in the Korean class between students from multi-cultural and ordinary Korean families. The resultsshow the followings; (1) Multi-cultural learners do not feel that they lack Korean proficiency, but they feel themselves in a significantly lower level than regular learners in terms of reading, writing, grammar and literature understanding. (2) Both learner groups regarded reading as the most interesting, writing as the least interesting and grammar as the most difficult field. However, significantly higher proportion of the students from multi-cultural family thought of writing as the easiest field. (3) Significantly less students from multi-cultural families have difficulties in group activities, speech and discussions. (4) Multi-cultural learners were more likely to have difficulties in the contents of writing and grammar and vocabulary in Korean textbooks. (5) Multi-cultural learners were equally devoid of requirements for extra lessons for enhancing their speaking, listening, reading, writing, grammar, vocabulary and literature understanding, as well as the ordinary learners. These results imply that Korean teachers/researchers should not be prejudiced that the multi-cultural learners would be inferior to ordinary learners in terms of Korean teaching-learning. They also imply that supplementary class in order to enhance Korean proficiency for multi-cultural learners is not desirable. Finally, more data on the weak points of multi-cultural learners and their solutions need to be prepared in the near future.