The purpose of this study was to examine the effects of social supports from the family andschool, and after school institutions on the school adjustment, emotional regulation, and socialadjustment of multicultural family children. Research data, through the use of a questionnaire, werecollected from 346 multicultural family children from the 3rd to 6th grades in elementary school inGwangju Metropolitan City and Jeollanam-do. After the factors of children's sex, grades, and familystructure were controlled, the effects of different sources of social supports on school adjustment,emotional regulation, and social adjustment were analyzed using hierarchical regression analysis. Asa result, it was found that the effect of the most influential social support was from the school-teacher on school adjustment, from parents on emotional regulation, and school peers on socialadjustment. The results suggested that it was more efficient to provide appropriate social supportsfor improving different areas of multicultural family children's abilities. Implications for furtherresearch and practice were discussed based on the results.