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The study investigated the individual coaching effect on TOEIC learning among college students. The participants were the 145 college students in Incheon who had taken TOEIC reading comprehension classes for two semesters. Two series of simple TOEIC tests were executed to measure the students’ English proficiency on the first day of each semester. Individual coaching was conducted through counseling and learning guidance for 25 students with the lower scores (3~7 points out of 25 based on the first simple TOEIC test). Among them, eight students participated in the in-depth interview at the beginning of each semester. When comparing the simple TOEIC test results of the two groups, the difference between the averages of the two groups was clear only with regard to the first semester. The t-test showed no proven statistical differences in the second semester outcomes. The results of paired-sample t-test on the change in the simple TOEIC scores before and after individual coaching in the individual and class coaching mixed group was also statistically verified. Individual coaching in this study was to find an appropriate learning process for the students with low language fluency, and it took place for a relatively long time. The interaction between the students and the professor in individual coaching created a special rapport between them.