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At present, in this country it is estimated that there live 6.822.606 Koreans from overseas (as of May 2009). It is crystal clear that since the overseas Koreans are an important agent for mediating between their fatherland and their legal country and a very valuable asset that forms our national power’s extension, it is a nationally important task to have a policy and educational understanding of them and have a policy and educational interest in them. Especially, the second- and third-generation overseas Koreans who suffer from the crisis of linguistic and cultural identity have been on the rise, which raises the necessity for a concrete and systematic study of their education. However, in reality, the existing studies focused their attention on oversea Koreans living overseas rather than on overseas Koreans living in the country; so, it is still insufficient to conduct a study of teaching Korean to overseas Koreans in the country. In this light, this paper takes a look at the current state and task for education of overseas Koreans in the country about Korean which is given in the country, focusing on the examples of education conducted at the Overseas Korean Education Center, affiliated by the Korean People Educational and Cultural Institute at National Kongju University, going further to search for a way to development in the future. The project of the course of long-term education of overseas Koreans (learning in the fatherland) was commissioned by the National Institute for International Education to Kongju National University in 2008. Overseas Korean students and foreigners who finish 12-year curricula (like the curricula of elementary, middle and high schools in the country) are given admission to it (within 20% of its legally fixed number) through an interview and a recommendation by officials of embassies overseas. Till now, for 2 years, 444 students from 28 countries (205 students in 2009, 239 students in 2010) finished the course. The project of the course of long-term education of overseas Koreans aims to give overseas Koreans and their children an opportunity to experience Korea, learn its culture and history, which is expect to instill ethnic identity as an ethnic Korean in them. It is an attempt to prepare the students for learning in the country who want to attend college in the country. It includes an intensive course of teaching Korean. It plays a role of the spread of Korean culture to foreigners (chosen within 20% of its legally fixed number), too. In this course, there are a variety of programs for strengthening Korean education through all curricula and non-curricula. In the curricula, the time of class has been increased by 4 hours a week, compared to the previous years. And by means of organizing the classes according to levels, educational contents are differentiated and educational effects are maximized. The center operates a variety of classes such as an advanced-level class for students who prepare for TOPIK and a after-school speaking class for the basic-level Korean learners. It has a diversity programs for giving motivation for learning and raising Korean proficiency (Korean cross-word puzzles, Korean magic-square puzzles, and Korean dictation). For non-curricular activities include, there are many kinds of contests for Korean proficiency (a Korean speech contest, a written Korean contest, a Korean sketch contest, and a Korean song contest), which helps attain Korean proficiency as well as know their own achievements of Korean proficiency. And it conducts field-trip learning and culture-experiencing learning once a month and holds an athletic competition once a semester, for which advance learning (vocabulary and reading) is conducted by producing advance learning papers. After these activities, students hand in what they felt during them, to which teachers give feedback. As a result, they—handed in by students—play a role of the portfolio for Korean learning and serve as a tool of measuring their Korean learning achievements. The center implements a “buddy” program, in which the students can come into one-to-one contact with native speakers (students) of Korean at Kongju University to go exploring historic sites, experiencing the market, seeing Korean movies and others, which makes it easy for the students to understand Korean culture and feelings. In the future, it is necessary to make an effort to increase the professionalism of the teachers of overseas Korean students and strengthen power of research; it is necessary to operate selective and flexible curricular that reflect the characteristics of overseas Korean students; to make a continuous effort to compensate for a supporting system for attending college for the about 30-percent students who want to attend college in the country, construct an after-course web-based curricular system a human network preferentially including students who finished this course.