This study aims to investigate the structural relationship among flipped learning factors, learners’ attitudes of flipped learning class, self-efficacy of English grammar learning, and English grammar achievement. A total of 100 EFL university students took part in the study. Results showed positive relationships among the variables. The study also found paths among all of the variables. Two factors of self-efficacy and learning content had direct influence on the achievement and the others had indirect influence through the direct factors. According to the results, pedagogical implications were suggested. (Geumgang University · Chosun University)