This chapter presents a systematic review of current trends in flipped learning research within Korean English as a Foreign Language (EFL) classrooms. Flipped learning has emerged as an innovative approach to language learning and teaching in the Korean context. By restructuring the traditional classroom model and leveraging technology to foster self-directed learning, flipped learning has the potential to enhance student engagement and motivation while improving the overall effectiveness of language instruction. This study employs a comprehensive and systematic search of academic databases, followed by a critical evaluation of selected studies based on predefined inclusion and exclusion criteria. The findings reveal a growing interest in flipped learning in Korean EFL classrooms, with a significant number of studies examining its effects on students’ learning outcomes, including language proficiency, motivation, and engagement. The results indicate that flipped learning positively influences Korean EFL students’ learning and that blended approaches, which combine traditional and flipped learning methods, can further enrich students’ learning experiences. This chapter provides valuable insights into the current research trends in flipped learning within Korean EFL classrooms, emphasizing the need for more in-depth and contextualized studies to deepen our understanding of the potential and limitations of this approach.