This study introduces the project-based flipped teaching-learning method into a cooking practice class and analyzes student satisfaction. In the pre-class stage, the professor created a video lecture explaining the practice dish's ingredients and cooking methods, and uploaded it to the Learning Management System. After watching the video, during the in-class stage, learners practiced in teams, with the professor providing feedback on cooking processes. In the post-class stage, learners presented the cooking process of the completed dish, and received further feedback. A satisfaction survey involving 19 of 21 students indicated positive ratings for focus in class, online-offline course balance, professor-student interaction, and convenience of video lectures. However, learners indicated difficulty in understanding the cooking method and process owing to the lack of demonstration by the professor during the pre-class stage. Therefore, an efficient teaching and learning method for cooking practice education that can maximize these advantages should be designed.