Korean society has been changing from unicultural society to multicultural society for the past few years. It is a remarkable phenomenon since Korean has been proud of its long history of pure race and uniculture. In this respect multicultural society can be considered to be a threat to Korean unicultural tradition. But this cultural threat can be changed into a valuable challenge or opportunity to give Korean society new ways to critically reflect and improve its traditional culture. Multicultural education has caught many Korean's attention as a proper response to cultural changes in Korea. But Korea's multicultural education has some problems to be solved for removing Korean cultural weakness and rigidness. First, multicultural education can be possible just in case it works as a life-long education in everyday life situation. Culture can not be taught through only verbal explanations andunderstanding, but experiential understanding by participating into everyday life situation. Second, experiential multicultural life-long education should be reciprocal and cooperative education that every groups can freely teach their cultures and learn other cultures in everyday life situation. But multicultural education now be considered only an educational program in Korea to help immigrants from different countries adapt themselves to Korean culture. This study is to discuss the multicultural education should be understood as a form of life-long education and it is based on the principles that multicultural life-long education should provide Korean with experiential understanding different cultures in everyday life situation and opportunities to use different cultures as a kind of remedy to cure Korean culture's rigidness. This study is far from satisfaction, but has worth as a stimulus to encourage continuing academic discussions about multicultural education in the broad perspective of life-long education.