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This study reflects the best approach to a short-term English Immersion Program. In order to overcome the restrictions that the Korean English education system has, English camps for students have been proposed by the Korean Education system as a solution for improving Korean students’ English ability. The purpose of this research is to analyze the characteristics of a short-term English Immersion program during a middle school English camp. This study was conducted at an Institute in C province, during a short-term English camp for middle school students, including dormitory residency. This research focused on three different sections: Firstly, the TBL classes that are taught by a native English-speaking teacher. Secondly, the research also looked at EEC activities, which are co-teaching classes that are taught by a Korean teacher and a native English-speaking teacher. Thirdly, the research focus covered communicative activities that are carried out by all students and every teacher during each and every camp. Communicative activities include icebreakers, performances, sporting events, fun farewell and journal writing. However, there were some questions raised regarding this. The specific research questions for this study are as follows: First of all, what do students feel most comfortable with among the three different situations? Secondly, do they experience some changes within themselves? With these questions in mind, this study will progress so as to analyze this program. Over a period of four days, students encounter three different kinds of learning situations as we’ve mentioned. Students who take part in this Immersion program are from different kinds of schools. At first, they feel nervous and embarrassed with many native English-speaking teachers and their challenge of having to speak English. However, at the end of the camp, students are all satisfied with this program. Their anxieties are decreased and their motivation to study English is increased. Contrary to our expectations, when students encounter native English-speaking teachers without a Korean teacher, students feel confident as well. The following are suggestions based on these research findings. This study was conducted on students who are chosen to study English outside their normal school environment. Korean students have little trust in their conventional public school teaching and learning environment and seek alternative methods of learning English. The Korean government should encourage and grow public Institutes and plan more immersion programs in order to save parents money that is currently being spent on private academies. Furthermore, this immersion camp should be strongly recommended as an alternative to EFL English education. This paper would also recommend the introduction of a new curriculum that could be applied to Korean students as well as adult learners.