This study was conducted to identify the role adaptation process of multi-cultural family home visiting educators and establish the substance theory that could be used to explain the conditions relevant in this process and the results that could be reached, and to achieve the purpose of study, Strauss and Corbin(1998)’s grounded theory methodology was applied. Participants in this study were 11 women who were multi-cultural family home visiting educators with more than five years of career, and for research participant selection, this study used theoretical sampling (Strauss & Corbin, 1998), which is theoretically selected in grounded theory to help researcher form a theory the best. Data collection was proceeded for 18 months in total from Mar. 21, 2017 to Sept. 2018. Data analysis was conducted with the category analysis that was based on open coding, axial coding, and paradigm and the process analysis, according to Strauss and Corbin (1998)’s grounded theory methodology. Core category was drawn from selective coding and story outline was written and then centering on core category, role adaptation process classification was conducted. As a result of study, a total of 118 concepts and 33 subcategories and 13 categories were drawn from open coding. Study results are summarized as follows: First, core category in role adaptation process of multi-family home visiting educators appeared as ‘reborn as an independent home visiting educator.’ Second, as a result of category analysis with paradigm in axial coding, causal conditions in role adaptation process of multi-cultural family home visiting educators appeared as ‘enthusiasm for work’ and ‘lack of understanding of multi-cultural family’ and central phenomenon appeared as ‘confusion and conflict against role.’ Contextual condition appeared as ‘psychological burnout’ and intervening condition appeared as ‘driving factor’ and ‘obstructive factor.’ Action/interaction strategy appeared as ‘self-examination and self-care’, ‘customized service through self development’, and ‘resource linkage and information provision’ and results appeared as ‘role identity establishment and psychological stability’, ‘growth and change’, and ‘constant pursuit of professionalism.’ Third, the role adaptation process of multi-cultural family home visiting educators was drawn into the following five stages: ‘confusion and conflict’, ‘psychological burnout’, ‘self management and self development’, ‘growth and change’, and ‘constant pursuit of professionalism.’ Fourth, the role adaptation type of multi-cultural family home visiting educators was classified into the following three categories: ‘leading type’, ‘settlement type’ and ‘customizing type.’