The purpose of this study was to identify the perceptions of professors and students on the cultural/learning and linguistic characteristics contributing to the academic difficulties of Korean college students in the United States. The participants in this study consisted of 25 college professors and 19 Korean college students from a liberal arts college. Data were gathered by means of questionnaires and interviews. Because the sample was small, intact and limited to one college, the findings cannot be generalized beyond this selected group. Analysis of data indicated that both groups (professors and students) listed and commented on factors or variables that are unique to this population. The participating professors identified the following Korean college students characteristics: (a) lack of class participation, (b) view professors role as absolute authority (c) difficulties in openly expressing critical thinking (d) avoidance of eye contact during conversations (e) lack of understanding of "ownership of knowledge" (f) difficulties with the structure of the English language, (g) inability to properly answer negative questions, and (h) preference of speaking Korean over English. The participating Korean students' responses mentioned: (a) view professors as having absolute control/authority of class (b) comfortable with large group classes (c) perceived academic knowledge as public domain, (d) preference of lectures over other teaching styles and (e) difficulties with English oral communication and grammar. These findings are in agreement with studies conducted by Oak (2003), Regan (1998), Robinson (2003), and Suh (1999), which identify a linkage between culture, language, and learning. The responses of college professors and Korean students showed that there are cultural/learning and linguistic factors that are specific to this population and which may influence these students academic achievement in colleges in United States. These finding points out the importance of college professors to become knowledgeable about cultural diversity and multicultural education practices in their teaching. (Contains 4 tables.)