The purpose of this study was to examine perceptions of teachers for multi-cultural students in Korea. This study was based on method of integration of qualitative research. After collecting previous qualitative papers, the meta-synthesis was performed to conduct comprehensive studies. This was done to improve the generalization, and to explore new alternatives with accumulated researches. This study was to synthesize through twelve qualitative papers that early childhood teacher, elementary teachers, and secondary teachers were to recognize and were comprehensive for multi-cultural students. The results are summarized as follows. The early childhood teacher, elementary teachers, and secondary teachers' awareness of students in the multicultural families were similar. The multicultural students had some problems with language skills, and then it affected their relationships of friend, ability of learning, and adjusting to school. The higher the grade of students, teachers could see a continued consistently problems with bullying, learning defects. It was suggested to teach bilingual education for multicultural students at an early age, because of the mother tongue plays a key role in a child social and personal development. These results are caused by differences in appearance and Korean language skills. We should invest education of Korean language, counselling program of social skills training, improving self-esteem and interpersonal skills for students in multicultural families.