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This article reflects critically upon the current situation of educating Asian (im)migrants and their children in Korea by juxtaposing the ideals of multicultural policy with its practice. The authors contend that issues of educating Asian (im)migrants in Korea should be understood on the basis of an epistemic model in which multicultural education is conceptualized as a constructive force that can reshape the country into a more dynamic multicultural society. Multicultural education for, about, and with other Asians in Korea requires sustained shared efforts to delve into how its current development can extend beyond the assimilationist concept of citizenship to value cultural diversity as a way of creating a new form of social unity in a multicultural nation-state. Such efforts should begin by reflecting on Korea’s dominant cultural norms and creatively deconstructing and reconstructing views on society and culture.This work was supported by a National Research Foundation of Korea grant funded by the KoreanGovernment (NRF-2011-330-B00159)