This study examines how a high-pressure family language policy (FLP) is implemented in South Korea, focusing on the experiences of a family with a preschool-aged child, Jay. The phenomenon of "English fever," which has led to the widespread adoption of intensive early childhood English education, has contributed to the increasing prevalence of high-pressure FLPs. They are often characterized by parents' belief in creating an English-rich environment at home and making substantial financial investments for their children's future academic and professional success. Also, daily bilingual routines, alongside a focus on children's holistic development, are integral to this approach. Using data from home observations, video recordings, observation notes, and semi-structured interviews, this study examines the intellectual, financial, and practical commitments the parents make to Jay's English development, along with their ongoing concern for his bilingual progress. Furthermore, it investigates the socioemotional pressure and resilience experienced by both Jay and his parents. The findings suggest that promoting additive bilingual programs within public education could offer a sustainable alternative to some aspects of high-pressure FLPs. It posits that public school initiatives could empower families and young learners by integrating English into their language skills while promoting an appreciation for native languages and cultures among all students.