With the awareness of globalization, multilingual abilities have been encouraged, and parents seek bilingual education to provide their children with social prestige and economic advancement. However, in Korea, bilingual education reproduces and reinforces privileges of social status, prestige, and power. This research explores the ideologies of upper- and middle-class parents through the motivations of those who choose to send their children to international schools, which are regarded as elite bilingual programmes in South Korea. This study draws on Bourdieu's notions to examine how social class interconnects with language ideologies. This study uses narrative interviewing, a qualitative data collection method. The study reveals three themes in language ideology: English as the power of a powerful country, English as a qualification requirement for the middle class, and English as a medium to establish social boundaries. These ideologies have significance in considering how language diversity can be implemented in the globalisation of English.