This concluding chapter synthesizes the socioeducational trajectory of English education in Korea over the past 140 years, highlighting its persistent instrumental orientation and evolving social meanings. From its introduction in the late nineteenth century as a means of economic survival and social mobility, English education gradually became institutionalized as a core academic subject, particularly through exam-oriented practices established during the Japanese colonial period. Despite repeated curricular reforms and shifts toward communicative competence, English has consistently functioned as a key mechanism for academic credentialism and social competition. The chapter further identifies major contemporary challenges shaping the future of English education, including intergenerational cultural lag, demographic transition toward a shrinking and aging population, and the rapid advancement of digital technologies and generative artificial intelligence. While these developments offer opportunities for more personalized and flexible language learning, they also risk creating new forms of inequality, particularly in access to digital literacy. The chapter concludes that the future of English education in Korea depends on balancing technological innovation with equity, redefining the role of teachers, and rethinking the purposes of English learning in a rapidly changing society.