(Purpose) The purpose of this study is to explore the experience of teaching special contributors in Afghanistan and derive meaning for lecturers who are teaching Korean, Korean culture, and Korean society understanding in the Ministry of Justice's Korea Immigration and Integration Program (KIIP). (Research methods) The subject of this study was a case analysis after an in-depth interview with six lecturers with more than three years of experience as a Korea Immigration and Integration program (KIIP) lecturer and more than two semesters of educational experience for special contributors in Afghanistan. (Findings) First, the special contributors in Afghanistan seemed to have deep ties with each other during the migration process to Korea and were passive in exchanges with migrants other than their own citizens. Second, Afghanistan special contributors were receiving policy benefits such as government welfare, employment, and education. The Korea Immigration and Integration Program (KIIP) was recognized as necessary to extend visas. Third, Afghanistan special contributors were participating in Korean language education that was different from their Korean language proficiency level. Fourth, Afghanistan special contributors are participating in intermediate-level classes due to the re-acceptance regulations of the Korea Immigration and Integration Program (KIIP), but there were cases where they were actually at the basic level of Korean. Fifth, Afghanistan special contributors sometimes behaved rudely toward teachers or other learners in Korea Immigration and Integration Program (KIIP) classrooms. (Conclusion and recommendations) The conclusion of this study is as follows. First, it is necessary to re-establish the relationship for Afghanistan special contributors to exchange with community members. Second, it will be necessary to adjust the standards or regulations for completion of the Korea Immigration and Integration Program (KIIP) for special contributors to Afghanistan. Third, it is necessary to provide customized educational information and curriculum for each characteristic of learners for special contributors to Afghanistan. Fourth, a kind but principled standard of policy benefit for special contributors will be needed. Fifth, it is necessary to strengthen etiquette in the public domain for special contributors in Afghanistan and the public nature of education and culture in Korean society. The suggestions of this study are as follows. First, Korean culture or life field experience learning for special contributors in Afghanistan will be added to motivate them to settle down. Second, there will be a need for volunteer programs that can participate in various volunteer activities in the community. Third, for the stable settlement of the special contributor system, the overall support system and social integration curriculum necessary for life in Korea need to be reorganized.