The current study investigates the effects of the Eastern Gyeongnam dialect on students’ English intonation. Research questions are as follows: (1) Does the Eastern Gyeongnam dialect have effects on English intonation of students? (2) Is there any difference between middle and high school students in English intonation? Results of the experiment show that the Eastern Gyeongnam dialect can affect English intonation regardless of the educational stage, especially in initial pitch contours and word stress patterns. The experiment was conducted with the help of twenty students (ten middle and ten high school students) from Gyeongnam province and two American native speakers. All of the participants were female. Reading materials were seven Korean and eight English sentences. Korean sentences were colloquial expressions of the Eastern Gyeongnam dialect with the purpose of confirming that the students were fluent speakers of the dialect. English sentences were of various kinds: three declarative sentences, two wh-questions, two yes-no questions, and a tag question. Subjects read the reading materials out loud and their voice was recorded. Recordings were analyzed and compared using a speech analysis software program Praat and IBM SPSS. Five elements were mainly studied in English recordings: initial pitch contours, final pitch contours, pitch range, word stress, and the pitch gap around nuclear stress. In terms of initial pitch contours, most students showed pitch contours that seemed to be affected by the dialect. Students had falling initial pitch contours in three sentences and started a sentence with a high pitch. Native speakers, on the other hand, mostly had rising initial pitch contours, which means they started a sentence with a low pitch than raised the pitch on the second syllable. Pitch gap was calculated between the first and second syllable of each sentence to further investigate the details of initial pitch contours. Results showed a marked difference between Gyeongnam students and native speakers. Students’ recordings revealed that F0 of the first syllable was higher or similar to that of the second syllable in five out of eight sentences (sentences 1, 3, 4, 5, and 8). One interesting finding is that students did not start with a falling tone when the first word was an article or auxiliary verb, which is the case of other three sentences (sentences 2, 6, and 7). Unlike initial pitch contours, no significant difference could be observed in final pitch contours. Pitch range of students turned out to be significantly narrower than that of native speakers. The difference could be found regardless of the language they were speaking. The influence of the dialect could also be found on word stress patterns. Students made stress errors in several English words by applying the stress patterns and rules of the dialect. They especially made frequent errors with unfamiliar words or words that were also used as loanwords in Korea. This brought about the distinctive incongruity in sentential pitch patterns between Gyeongnam students and native speakers. Middle and high school students made the similar amount of stress errors: twenty eight errors made by middle school students, and thirty by high school students. Lastly, pitch gap around nuclear stress was similar between native speakers and middle school students, while high school students showed the smaller gap. This means that middle school students were better at differentiating a stressed syllable from an unstressed one with pitch than high school students. Overall, the results of the experiment corroborated the findings of several previous studies on the same topic. This study sheds light on the possibility of the transfer of the dialect. It revealed that the Eastern Gyeongnam dialect can influence English intonation in various areas regardless of the educational stage.