This study reports the major findings of an in-depth survey and interview with a group of students and parents who recently immigrated to the U.S. from Korea. The study was conducted to identify how they engage in out-of-school English language use and to what extent parents and teachers are involved and supportive in the process. All the participating students and parents were newcomers and had lived in the U.S. or other English-speaking countries for fewer than three years. The interview questions centered on the following aspects of English language use: amount and frequency, types of engagement, and degree of support from teachers, schools and parents in practicing English outside of the school setting. Findings of the study shed light on unique challenges that these newcomers face in developing second-language proficiency in an English-dominant society, and on how parents and teachers might be oblivious to these challenges. The findings also suggest that out-of-school English language practice could be guided and supported more effectively by teachers and parents.