The main focus of interest in this study is shown through the following four questions. 1) What is the difference in the satisfaction level between the traditional lecture group and the community based inquiry learning model group in relation to the field of Korean language? 2) What is the difference in the academic achievement level between the traditional lecture group and the community based inquiry learning model group in relation to the field of Korean language? 3) What is the difference in the satisfaction level between the traditional lecture group and the community based inquiry learning model group in relation to the field of Korean literature? 4) What is the difference in the academic achievement level between the traditional lecture group and the community based inquiry learning model group in relation to the field of Korean literature? To test the above topics of interest, the study selected 74 eighth grade students from T Middle School as participants in the study. Assessment selections for the fields of Korean language and literature were made prior to the beginning of the study. Then a teaching and learning plan was developed for both the traditional offline lecture group and community based inquiry learning model group, which was followed by a three week lesson. To measure the satisfaction and academic achievement level of both student groups, a satisfaction and academic achievement level assessment were developed and performed according to each field and group. Data were analyzed through an independent sample t-test. The results are shown below. First, the difference in the level of satisfaction between two groups showed a statistical significance, t = 2.58, p < .05. Therefore, the satisfaction level in the community based inquiry learning model utilizing blended learning strategy group proved to be higher than that of the traditional offline lecture group. Second, there was a statistical significance in the level of academic achievement between the two groups, t = 2.45, p < .05. Third, in relation to the field of literature, there was a statistical significance in the difference in satisfaction level between the two groups, t = 2.18, p < .05. Finally, in relation to the area of literature, the difference between the two groups when assessed by the formative assessment and performance assessment, showed a significant difference in the level of academic achievement, formative evaluation: t = 2.18, p < .05, performance assessment: t = 2.14, p < .05.