The purpose of this study is to explore the communicative features of immersion program which applied in Korean elementary school and clarify the characteristics of communication between teacher and student in the aspect of communicative approach. The study employed both qualitive and quantitive method. As for the qualitive method, 14 hours of class observation was done. Also the book, writings, schedule papers and lesson plans from the school was used as reference. For the quantitive method, 14 hours of classroom communication was taped and transcribed. COLT(Communicative Orientation of Language Teaching) was used to analyze the classroom communication. This study reveals that the activities and materials in immersion class derived information gap and necessity to communicate meanings and information in foreign language. In immersion class, foreign language was used as a means of communicating information and data. The goal of learning in immersion class was to recognize and acknowledge the concepts and facts through language. The characteristics of communication between teacher and students were meaningful, sustainable, and genuine. The communication between teacher and students were mostly done in English. This study suggests that the immersion program can be a viable alternative program for Korean elementary English education. To apply the program, gradual trial is needed. Immersion program is an educational innovation which is perceived to be a long term experiment in Korean situation. The initiation of the program must be done in a small scale and step by step. The program should also be supported by various members of the society such as schools, parents, administraters, local society, and school district. To use some features of the immersion program in EFL classroom can be another way to apply the immersion program in Korean elementary classroom. Some familiar contents of subject matters such as math, social studies, science, etc., to make the lesson more communicative can be included in EFL lessons.