This study aims to comprehensively interpret the lives of Central Asian immigrant adolescents in Region A of Chungnam Province, within their situational conditions and context, and discuss educational support directions for them. To achieve this, interviews were conducted with six students and six parents to analyze their experiences in both home and school settings. These were then reinterpreted focusing on components within an ecological framework. As a result, it was confirmed that while the immigrant adolescents physically entered a new environment, their self-concepts as organic entities had not yet integrated into this new setting. These adolescents were consistently exposed to their home country's language and culture in a densely populated environment, strengthening a migrant-centered community, thereby hindering the youths' efforts to adapt and integrate into the new cultural sphere. It was noted that parents' occupational worlds influenced their children's academic motivation and achievements. Additionally, parents' low understanding of Korean educational systems and culture consistently impacted the current situation, reflected in low Korean language proficiency and academic achievement. Policy-wise, limitations in supporting Korean language education were identified. By addressing the environmental aspects revealed in this study, educational support strategies were discussed. The significance lies in raising new issues on how to interpret the boundaries these immigrant adolescents are self-establishing.