This paper considers English language education in South Korea as a country recently grabbing the attention of the international community with the Korean Wave and increased immigration patterns. This follows the continuation of rapid socioeconomic development, along an aging society, a lowering marriage rate, and the lowest fertility rate in the world. These changes will collectively garner quantifiable impacts important at multiple levels of society. In particular, the migratory impact is changing the South Korean English language classroom as classes are becoming increasingly diverse. The long-term effect of such influences has yet to be carefully studied in the Korean context, but can be inferred from the research of Inglehart, the World Values Survey data, and a variety of statistical country data. Since demographic changes carry unintended cultural and linguistic consequences, it is important for education policy-makers, teachers, and those that deal with the rapidly changing population, to realize the impact of new student types in the traditionally homogenous classroom. As the country evolves economically and socially, so too must it transform pedagogically to provide democratic and equal access to education to all classroom members regardless of race, ethnicity, language background, or nationality. The is a new challenge for South Korea, one that has been faced in other locations around the globe and will be a future standard by which South Korean education will be judged: as either inclusive, or not. This study will provide some resources to improve teacher background knowledge for improving language instruction in the multicultural classroom and lessons that students and teachers can use to develop and heighten cross-cultural awareness