The English proficiency gap is one of the most significant problems for young students in South Korea as it widens inequality by limiting opportunities for their future. One unique learning center, located in the under resourced area in South Korea, has been available at cost-free to enhance language development. This qualitative case study aims to gain a better understanding of how this learning center has influenced student English acquisition and student perceptions of other benefits that have emerged. An overarching research question is “How does this learning center support student success in learning the English language?” Self-Determination Theory was applied as a theoretical framework, and multiple data sets were used including interviews, observations, and document. Interview participants consist of four students and four teachers, and data collection and analysis were conducted in a simultaneous process manner. A total of six themes were emerged including motivation for attending the learning center, scholarship, student attitude in class, learning environment, enhanced English skills, and students’ perspectives on teachers. The findings from this study indicate that, through the learning center, the following outcomes were found: 1) students in under-resourced areas took advantage of complimentary online English classes, 2) their proficiency in English improved as a result of interacting with native speakers, and 3) students were motivated by studying alongside classmates of a wide range of grades and English proficiency levels to enhance their English skills. Based on the findings, implications for practice, research, and theory were discussed along with limitations of the study and future research topics.