The purpose of this study was to explore elementary teachers' teaching experiences of Korean schools in China. To fulfill the purpose, 11 participants were selected those who had teaching experiences at least with 1 year in the schools. They were interviewed and the interview data was analyzed based on the ground theory methods; open, axial, and selective codings. Based on the open coding analysis, 120 concepts, 33 sub-concepts, 8 categories were appeared. With the axial coding, the paradigm model was suggested that casual conditions were 'better alternatives for being a teacher', 'new expectations in person', 'preparations to be selected'; core phenomenon was 'frustration to demonstrate their capability as educational professionals'; contextual conditions were 'the characteristics of the korean schools' and 'a lack of communication'; action/interaction strategies were 'building up credible relationships', 'being aware of values on compatriot education'; and results were 'growing up as a teacher with diverse experiences' and 'facing with reality'. The core category in the selective coding was 'a development' and the categories were characterized as the self-devotion, the one-step forward, and the pioneer. The research suggested for teachers and policy makers theoretical and practical directions toward the policy and teacher development