This study aims to investigate the perceptions of Korea International School students on English immersion education. First of all, this study overviewed the historical theoretical background of immersion education which began in Canada. This study stated the origin and the definition of immersion education and discussed late immersion education for secondary school through the cases of Hongkong and Korea. Korean Minjok Leadership Academy as late immersion education in Korea was identified.A questionnaire survey was conducted to examine the perceptions of Korea International School students on English immersion education. A total of fifty students of Korean International School took part in the research and were asked to answer the questions. What the survey found is that satisfaction and preference of students were different according to their proficiency.The necessity of English immersion education in secondary school should be taken into consideration for systematic connection between primary and post-secondary schools. This paper makes several suggestions to carry out effective English immersion education: namely proper starting grade, the subjects for immersion education, the demand for level-based curricula, the appropriateness of the textbook, instructors in charge of immersion education. Considering these results, suggestions will be made for better ways for implementing English immersion education in secondary schools.