This research investigates how the biculturalism and education policies of the West have been evolving and discusses what they imply and suggest for the Korean society which is rapidly changing into a multi-cultural society. The other discussion is given to the multi-cultural identity issues which the multi-cultural students might experience in the dominantly homogeneous school environments in the ethnic makeup. Language learning strategies is the most basic and important teaching methods in education for multi-cultural students. This study was done to reflect and suggest alternatives for establishing the orientation of language learning strategies for multi-cultural students. Traditionally approaches such as problems of communication methods and 2Bi-Approach have been discussed in relation to language learning strategies for multi-cultural students. Instead of discussing those approaches, this research analyzed language acquisition theories, change of language learning strategies approaches, and features of Korean language to explore implications on language teaching for multi-cultural students, in order to find language learning strategies alternatives for multi-cultural students. Language learning strategies for the multi-cultural students need communicative approach in harmony with form and meaning, rather than focusing on one side. For this purpose, principles on balanced language learning strategies were highlighted and focused on form which needed to be modified and applied in order to make them suitable for the linguistic characteristics of the multi-cultural students. The critical overview on the Western multi-cultural education policy evolution and the multi-cultural identity issues would shed light on how the Korean education system should successfully integrate the increasing multi-cultural students in the Korean school environments.