Flipped learning is a methodology that helps teachers to prioritize active learning during class time by providing students with lecture materials and presentations to watch at home or outside of class. One of the most exciting advancements in the modern classroom is flipped learning. This approach has been actively applied to Korean as a Foreign Language (KFL), starting with Park J.W (2014). In the same year, flipped learning was introduced in France. It has been mainly adopted in secondary education, but is gradually expanding to French as a foreign language and university education. The purpose of this study is to quantitatively and qualitatively examine the impact of flipped learning on KFL French learners’ speaking. This study was carried out in “Korean Speaking” classes for second and third year undergraduate students over one semester at a French university. For quantitative analysis, the students’ speaking exams were collected to compare. For qualitative analysis, the students’ attitudes towards flipped learning were further explored by the questionnaire survey. For quantitative analysis, the mean score was analyzed by a paired t-test to compare two groups (flipped classroom vs. non-flipped classroom). As a result, the students in the flipped classroom over one semester achieved higher average scores as compared to the traditional learning model, but only the second-year students’ average scores showed statistical significance. The lack of statistical significance for the third year students is due to their proficiency. The third year students learned Korean over 3 years and they developed their own language learning ability, so the teacher’s teaching method does not significantly affect the academic ability of the students. This result suggests that the instructor should consider the proficiency of the student in the class when adopting flipped learning. From the survey as a qualitative analysis, most learners evaluated the flipped class to be satisfactory in learning. This is mainly due to flipped learning allowing students to more various speaking activities and to be more engaged with content, classmates, and the instructor during class time. Notably, flipped learning was also effective for students to be more interested in the class. Accordingly, even flipped class is a new pedagogical approach for them, most learners have adapted to it relatively easily. A flipped learning model can improve student achievement, and can encourage student interest. These findings can be an impetus for KFL instructors to adopt flipped learning in a Korean speaking course.