This study examines the educational belief of Korean parents of preschool children in Tokyo through Focus group interviews. Through the interviews, it was ascertained that Korean parents was most concerned about methodological difference in education between“Korean ideal style of bringing-up”, and actual bringing-up process in Tokyo. Based on these findings, the study also acknowledged two important areas that constitute the educational belief of Korean parents in Tokyo, namely their own experiences concerning education before bringing-up their children and current living environment. In the area of pre-bringing-up experiences, parents in Tokyo also sensitively recognized an early and knowledge-centered education which seems to be overheated among parents in Korea as the ideal one. This was referred to in relation to their own growing experience in Korea and information gathered from their family members and friends in Korea and from Internet. It was also observed that their understandings of the gap between Korean and Japanese put them to believe that the Japanese circumstance is a negative deviation from the ideal“Korean ideal style of bringing-up”. However, it was also noted that the people who had lived in another country showed the view that the circumstance in Japan as a mere variation not a negative deviation. On the other hand, the experience before bringing-up children in Tokyo, or notion of cultural and linguistic difference between Korean and Japanese, was discussed in the context of“the sense of isolation”. The bringing-up experiences in Tokyo were narrated in the context of avoiding practical troubles and softening the sense of isolation. The strategies they narrated to cope with these potential problems include moving to Shinjuku ward, that has high concentration of foreign residences, and learning the Japanese language. Also they showed deep trust in the Nursery school which promotes redeeming self-respect through multi-cultural education. It is also important to note that their educational beliefs were seemingly reconstructed through the present bringing-up process which resulting in creating a newer versions of ideal bringing-up for parents to fit their current life in Tokyo. In this sense, this focus group interview itself worked as a meaningful reconstructing experience since these parents were able to share and objectify their experiences with other parents in the process. In the follow-up interviews, the parents confessed that they could reinterpret their experience, encourage themselves and exchange the information after looking at the analysis of the research. It was obvious that this study had a certain effect on the change of educational belief that put them to engage even more in the children’s education through exchanging their views with other parents. This study also pointed out the fact that they wanted to think the “education in a different culture”positively, where Korean parents may have troubles and be nervous about the resetting process. These findings lead us to the necessity of a further study; that is to determine if or how this“different culture”gives these parents’personal growth and becomes an important learning process. Key words: multi-cultural education, acculturation