This paper analyzed the results of designing and conducting restorative peace education by reflecting the thirst for new knowledge and communication needs for self-expression among North Korean migrant women who have settled in Korean society for over 10 years. In designing restorative peace education, the participants were designed together throughout the entire process. Restorative peace education was carried out in two stages and was conducted in a circle dialogue format using non-violent dialogue and pivot techniques. According to the analysis, the participants achieved new discoveries and understanding of their self-identity through activities such as learning new communication techniques and discovering, expressing, and communicating with their inner emotions and desires. During the learning process, they performed challenging tasks with the cooperation of their colleagues and family, enjoyed a sense of accomplishment, and improved their sense of solidarity and pride among friends. The process of writing my first writer's class storytelling in Phase 2 was completed in the initial phase. Based on a deeper analysis of the second-stage process, it is believed that peace education design that involves a deeper healing process of participants' inner memories should be designed.