Among the various online educationmethods that have recently emerged fromoffline education, flipped learning education is one of them ethods developed to deliver knowledge effectively to learners. This study aims to empirically analyze the effectiveness of flipped learning in a ccounting education, that is, howit affects learners’ satisfaction. The sample consisted of students taking advanced accounting courses among studentsmajoring in accounting, and 44 individualswere sur veyed. The empirical analysis results showed that flipped learning had a statistically significant positive effect on learners’ satisfaction throug h quizzes and presentations, as self-directed learning improved in online classes. However, video lectures were found to have limitations in pr actical calculation problems in accounting. This study presentedmajor learning content and related accounting cases that are not standardized for each school or instructor and empiri cally analyzed howflipped learning in accounting education affects learners’ satisfaction. Furthermore, the study results also showthat variou s teachingmethods of accounting practice should be developed.