My challenge is how to help students from multicultural families living in rural areas with learning difficulties. There are more than 200 million people around the world who have left the country and live in other countries. About 20% of all students in the schools in the rural areas where I work are multicultural students, and their nationalities vary from Thailand, China, Vietnam, and Russia. They suffer from a lack of Korean proficiency and cultural differences, and experience invisible discrimination and prejudice. Besides, it is also difficult to communicate with their parents, so it is not easy to respond when a student has a problem. Local offices of education provide Korean language education to students, but I would like to question whether this is effective. This is because multicultural students in middle school have already had learning deficits due to lack of Korean proficiency since elementary school, and they often lost interest in their studies. In addition, due to the regional characteristics of rural schools, it is not easy to find instructors who can speak the language. Even if classes are provided online, it is difficult for students to voluntarily participate at home, and it is difficult for guardians to manage their children's learning since they are also busy with their lives. And the Korean language classes provided to them are not classes prepared in the regular curriculum, but rather short-term programs that take some of the class time away. Therefore, students have difficulty learning or adapting to school life for a long time because there are individual students' situations that cannot be solved only by Korean language education.