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This paper studies Korean education and the educational environments concerning children from multicultural families based upon the comparative analysis of the two surveys targeting early childhood teachers carried out in 2011 and 2019. We divided the surveys into two different parts, ‘status of Korean language education’ and ‘noteworthy points for Korean language education’ for exquisite analysis. In the ‘status of Korean language education,’ the 2019 survey compared to that of 2011 shows that negative responses have increased with regard to the number of times of special Korean lessons for children from multicultural families, and language teaching environments are still in a poor situation. Besides, the degree of concern of the parents of multicultural families for their children has decreased, which seems to be the effect of the economic polarization of multicultural families. In the ‘noteworthy points for Korean language education,’ responses for the necessity of intensified multicultural education for early childhood teachers have slightly increased. It is because the level of multicultural education seems to be still staying fundamental. This result also seems to be partly related to the stricter evaluation criteria of the teachers against children from multicultural families as the number of enrolling children from those families is increasing every year. It is strongly suggested that the specialized Korean teaching program should be developed and separate teaching hours be secured based upon our analysis.