The purpose of this study is to analyze the dilemma phases of the policy of native English-speaking teachers. The analysis was accomplished in three aspects applying the dilemma model. The three aspects are cause of occurrence; value, alternative and performer factors; policy reaction. Literature review was used to accomplish this analysis. The results of this study are as follows. First, dilemma in the policy of native English-speaking teachers happened due to the changes of policy-makers' factors and policy-conductors' factors. A few problems related with this policy have happened. As the dissatisfactions on the policy are realized, some educational offices and teacher's unions have demanded the decrease of the number of native English-speaking teachers. Therefore, there happened fragment and contradiction between the increase and the decrease of the number of native English-speaking teachers. Second, the value of English education by native English-speaking teachers is excellence in English education. Ministry of Education, Science and Technology has changed the English curriculum into listening and speaking centered education using native English-speaking teachers to improve students' communicative abilities. On the other hand, training courses for English teachers aim for improvement of their communicative abilities, professionalism and stability in English education. Thus, our government has realized that the way to vitalize English education was a dilemma.