This study investigates the realities of English Program in Korea (EPIK) and evaluates the program established in Korea since 1995. Seventy-six native English teachers and fifty-six Korean English teachers participated in survey questionnaires. Survey consisted of three sections: background questions about native English teachers; realities of EPIK including whether teaching occurs in the form of native teachers only, co-teaching with Korean English teachers, or combination of the two; and ways to improve the current EPIK program. The survey was sent to both native English teachers and Korean English teachers via email or in person. Data were analyzed in terms of frequency and percentage of participants` responses. Most of native English teachers were in the 20s with bachelor`s degree and lack in teaching experiences. Co-teaching with Korean English teachers has increased much more since 2002, whereas native speakers` teaching only has reduced. Korean English teachers argued that speaking, pronunciation, culture, and listening are appropriate for native English teachers to teach. However, native English teachers focused on speaking and listening in teaching English whereas they did not emphasize on pronunciation and culture. Native English teachers thoroughly prepared for their lessons, preferred various teaching methods, and taught classes so that their students could have interests in classes. Korean English teachers mentioned that ideally, three native English teachers are assigned for each school. Korean English teachers had different opinion from native English teachers in ways to improve the current EPIK program: the first wanted to employ more qualified native teachers and the latter wanted Korean English teachers to provide more specific teaching models and lesson plans for them.