In this study, the implementation and meaning of Neulbeom Schools, as experienced by key stakeholders—administrators, instructors, and parents—were analyzed using a phenomenological approach. Participants included four administrators working at Neulbeom Schools in Daejeon Metropolitan City, Sejong Special Self-Governing City, and Chungcheongnam-do, three program instructors, and two parents. The analysis yielded three central themes: the operating system and working conditions of Neulbeom Schools, the quality of care and education provided, and the limits and tensions surrounding the acceptance and implementation of the system. A total of eleven subthemes were identified across these categories. Based on the findings, the following conclusions were drawn. First, irrationalities and imbalances in role allocation were identified within the human resource management system. Second, parents tended to expect care and child-rearing support from Neulbeom Schools rather than focusing on their educational function. Third, the division of roles and administrative responsibilities between Neulbeom Schools and elementary schools was found to be ambiguous. In light of these conclusions, several recommendations are proposed, including the establishment of a professional human resource training system, the revision of operational manuals and support regulations, the securing of institutional independence, the redesign of administrative structures, and the need for follow-up research.