This study was aimed at surveying the problems and difficulties which the returned stunts are facing in their daily life and at fording a way to help them adjust to the changed environment. The results of this study are as follows: The major problem of the returned students is their lack of language ability. They just listen and avoid speaking because they are afraid that their inaccurate pronunciation might be ridiculed. However, once they became accustomed to their home country and acquired some language ability, they used less of their sojourn country`s language; they started to express themselves more freely in Korean. The returned students and their patents generally think that the Korean education level is too high; this is especially true for social studies, mathematics and natural science. They ford social studies difficult because of the foreign contents and difficult vocabularies. In Korea, the social studies curriculum at middle school level is composed of many integrated subjects that include political and economical contents as well as Korean geography, world geography, and world history. The students easily become confused by the different teaching methods and educational goals. However, they are outstanding in fields that require creative thoughts and expressions. The returned students are excluded and ridiculed by the Korean-boor students. This is an obstacle to the right formation of their character and self-identity. The Korean-born students do not include them easily into their group due to the influence of the Korean adults who overstress appearance. The returned students` teachers worry that they will not be able to use their merits of creativity, candid characteristics, and foreign language ability fully. They are also concerned that the students may not adapt to the new environment because of heavy work load and poor school surroundings. Therefore, the Korean education ministry needs to harmonize the merits of the Korean students and the returned-students together to prepare for the international era. To attain this goal, we have to establish man`s life and dignity as the fundamental rule of human education. The most important part of the returned students` adjustment is their daily life, especially the use of language. A language is a system of communication that has influenced the members of the society and has been formed on the basis of the culture of the society. We have to ford a way for the returned students to receive our Korean traditions while maintaining the merits of their foreign culture; with the national awareness of their needs, we can help them establish their self-identity in Korea. The best way is to provide assistant program to help with their adjustment in the secondary schools. At the same time, it is necessary to supply them with the right educational facilities. As a conclusion, the most important thing in helping the returned students to adjust in Korea is to understand their thoughts and attitude in their surrounding environment.