According to the present state of multicultural students in schools, they are expected to be abundant at secondary schools in several years. This paper, thus, aims to propose Korean language class teaching instructions after observing multicultural students’ responses in Korean language classes and their language and learning abilities. Korean language and learning abilities throughout six categories to be taught in Korean language classes were measured for four multicultural middle school second graders-two students having fathers and the other two having mothers from multicultural backgrounds. The abilities of language and social-cultural understanding, and the perceptions of multicultural societies were assessed together. Two of the four students do not need to be taught differently from Korean students, but one students are required bilingual classes and the other one needs the inspection of his intelligence and self-confidence in depth. With the previous analysis, firstly, the following teaching instructions are proposed. Teachers should clearly recognize the objectives of multicultural Korean language classes and plan the teaching contents to achieve the goals. Secondly, the texts which enable students to study cultural vocabulary should be selected and diverse multicultural characters need to be presented in those texts to give the students balanced speculations. Thirdly, the right directions in language education among bilingual education or complementary classes which fit the multicultural students’ situation are searched and it should be applied to actual teaching. The forth one is that teachers must use appropriate language and action such as choosing adequate teaching instructions, replacing by different concepts and items, explaining concepts with easy words, etc.