This study was conducted to explore bilingual teachers’ perceptions about bilingual education for children from multi-cultural families and desirable plans for bilingual education for them. Participants in this study were six bilingual teachers working at multicultural family support centers in D., S., N., K. and G. Districts in S. City, one from Vietnam, two from China and three from Japan. Interviews for data collection were conducted two times per individual for 1 to 1 hour and 30 minutes, individually, in a relaxed atmosphere, focused on the contents, concerning the motivation of their activity as bilingual teachers, rewards and difficulties as bilingual teachers, and perception and experience of bilingual education. The results of the study drawn through this process are summarized as follows: First, as a result of an examination of bilingual teachers’ perceptions about bilingual education for children from multi-cultural families, bilingual teachers perceived that bilingual education was important as a future resource and most of them understood their mother’s country and perceived that bilingual education would be important as a tool of an emotional communication with family members including the mother. Second, as a result of an analysis of bilingual teachers’ proposal of desirable directions of bilingual education for children from multi-cultural families, bilingual teachers suggested that the consensus of Korean society on the importance of bilingual education should precede and that the role of the fathers as persons in charge of Korean language education should be emphasized and practiced. In addition, they argued that bilingual education should be conducted naturally in everyday life and cultural experience between the two countries, and opportunities and times to utilize and share the two learned languages should be provided.