This article examines the conceivable rationales as to why Korean students' English-speaking proficiency scores are not as outstanding as other international standardized test scores such as the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA). Despite the efforts of the Korean government to impose compulsory English education policies such as starting English education earlier and arranging for native English speakers to co-teach in English classes, the English knowledge of Koreans is still lacking. Without knowing the details of the English Program in Korea (EPIK) and the curriculum of English education, the Ministry of Education's (MOE) strategies may sound ideal in terms of effective language pedagogical approach, yet in this article I examine why they are ineffective. I begin by analyzing the results of three tests: PISA, TIMSS, and the Test of English as a Foreign Language (TOEFL) to assess Korean students' scholastic aptitudes. Next, I examine the current stage of compulsory English education in Korea according to the data from the MOE. Finally, prospects and recommendations are proposed on how the Korean compulsory English education could be improved based on the discovery of three critical drawbacks: insufficient instructional time, eligibility of EPIK, and the need for teacher evaluation.