This study explored Korean immigrant fathers’ perspectives on their involvement in children’s learning and schooling in the United States with the intent to suggest for early childhood educators and teachers to consider the importance of involving the immigrant fathers in children’s learning and schooling. In-depth interviews were used to explore of three Korean fathers involvement both at home and at school settings. The results of the study overall indicated that three Korean fathers commonly experienced difficulties and frustration when they participated in their children’s learning, schooling, and playing. Additionally, the Korean fathers reported to encounter acknowledged challenges in terms of language issues, cultural differences, and negative experiences in their involvement in children’s learning and schooling.