This study examined the North Korean adolescent defector’s elementary school experiencesthrough qualitative research methods. Through grasping what experiences North Korean adolescentdefectors had in North Korean elementary schools and understanding its educational value, thisstudy suggested ways to support their continuing education at the elementary and secondary levelsin South Korea. Data were collected from in-depth interviews with 10 North Korean adolescentdefectors and findings are as follows. Firstly, participants have extensive memories of ideologicaleducation because they have been generally educated in ideology throughout their schooling. Interms of basic subject education, they developed a passive learning attitude through indoctrinationand evaluation focused on rote learning. Also, participants experienced discrimination whenpursuing educational opportunities due to their regional origin and family economic status. Secondly, as for relations with teachers, participants routinely experienced a ‘stagnated culture’and authoritarianism at elementary schools in North Korea. Despite such negative aspects ofteachers, participants evaluated their teachers very positively overall. As for friendships,participants formed hierarchical relationships according to economic power and by officialrecognition. Based on findings, educational support for North Korean adolescent defectors wasdiscussed.