The purpose of the current study was to gain a better understanding of the educational practices of Korean mothers in relation to their children`s school readiness. Two groups of Korean mothers with different levels of economic, social, and cultural resources filled out a questionnaire, were interviewed, and participated in a group discussion. The study found that Korean mothers educational practices for their children`s school readiness are socially and culturally constituted within the context in which the mothers reside. Accordingly, their economic, social, and cultural resources combined with their beliefs about school readiness play an important role in their educational practices at home and away from home. The higher SES mothers, in comparison to the lower SES mothers, were more eager to utilize their social and economic resources as capital for their childrens educational benefits. The higher SES mothers also emphasized their long-term educational purpose when they engaged in educational practices for children upon school entrance more than their counterparts. Also, the results revealed that the parents` different levels of economic and social capitals were associated with their selection of kindergarten/daycare and the decision on academic redshirting (holding children out of school).