CPR education using hi-fi simulation technique is known to produce generally higher education effects than education based on lectures or using lo-fi simulation technique. However, little has been known about difference in the effect of simulation education among individual CPR techniques. Thus, the authors attempted to see if there was any difference in achievement among individual CPR techniques after mastery learning using hi-fi simulation technique. For this study, we had 101 senior medical students, who were participating in the practice course of the Department of Emergency Medicine, complete the basic life support course as prerequisite learning, and presented the goals of learning to them. Then grouping them into teams with 4-6 members, we provided each team with learning materials including videos so that they had unsupervised learning for advanced life support. After two days, each team experienced a cardiac arrest situation using hi-fi simulation technique without separate education. During the simulation, feedback was provided through formative evaluation, and in debriefing, the students were induced to find problems by themselves, to make specific learning plans to solve the problems by themselves, and to have cooperative learning by team. Two days after that, a cardiac arrest situation was presented so that the students would treat, and individual students’ performance was evaluated. The evaluation used 25 items in the practical test used for the Training of In-hospital Cardiac Arrest by the Korean Advanced Life Support of the Korean Association of Cardio-Pulmonary Resuscitation. After the evaluation, the evaluation items were categorized into basic life support technique, leadership, arrhythmia treatment, and post-resuscitation treatment and the students’ achievement was analyzed. The achievement of each item was converted into 0-100 scale for comparison. The median of the students’ overall achievement of the 25 items was 88. The items showing the highest achievement were those related to the recognition and treatment of arrhythmia, and the median was 87. The items showing the lowest achievement was those related to post-resuscitation treatment, and the median was 50. In small group analysis, there was no statistically significant difference according to gender and school system (2+4 year system vs. 4+4 year system). Among the items of basic life support, the achievement of swift rotation of chest compression with other team members was low. Among the leadership items, instructing the prevention of hyperventilation, finding reversible cause, and summarizing the current situation/asking team members’ opinions showed relatively low achievement. In the items related to treatment for each cardiac arrest rhythm, recognizing and coping with pulseless electrical activity was relatively low. In the items related to post-resuscitation treatment, instructing therapeutic hypothermia showed low achievement. In the results of CRP education that applied simulation technique and mastery learning, there was a significant difference in achievement among individual CPR techniques.