This study aims to delve into how dislocated North Korean adolescents in South Korea and their English teacher perceive English, current English education, and ideal English education in the future. Questionnaires with 87 students in an alternative school only for the North Korean adolescents, 10 classroom observations, 13 student interviews, and 5 teacher interviews were analyzed. The results showed that the North Korean adolescents perceived English as an important mechanism to adjust in the South Korean society, whereas the teachers regarded English as a mere tool to send their students to college. The teachers’ perceptions regarding English resulted in highly teacher- centered English teaching focusing on English grammar and reading only, and this, in turn, made the students think English classes were difficult and not very different from the North Korean ones. In terms of future English education, both the teachers and the students wanted to deal with not only grammar and reading but also pronunciation, communication skills, listening, writing and vocabulary. The findings of this study will suggest customized English education for dislocated North Korean adolescents in South Korea.