The purpose of this study is to analyze the intrinsic meaning and structure of the educational experience of married migrant women lecturers in a multicultural awareness improvement experience program and suggest implications for future multicultural education. To achieve the purpose of the study, Colaizz’s phenomenological research method, a qualitative research method, was utilized. The participants of the study were four married migrant women who perform the duties of instructors of a multicultural awareness improvement experience program, and the data were collected through in-depth interviews and telephone interviews. The results of the study showed that the educational experiences of the migrant women instructors were categorized into seven themes and 18 central meanings. Second, the essence of the educational experiences found through the themes and central meanings were ‘overcoming cultural differences and becoming an instructor of multicultural awareness improvement experience program’, ‘acting as a mediator between different cultures’, and ‘finding cultural identity and becoming a true Korean’. Third, the theoretical and practical implications of the educational experience were that multicultural instructors need to be viewed from the perspective of ‘cultural capital’, it is a cultural learning process for cultural integration, and cultural knowledge acquired through multicultural experience education leads to ‘cultural identity’ and integration into ‘foreign Koreans’. The implication of these educational experiences of multicultural experience programs is the need to create an environment such as utilization, development, and support to strengthen the multicultural literacy competencies of female lecturers.