The 21st century is a time of information, globalization and opening. In this trend, there has been a big change in the quantity of education informationization for the students. But now it is time for the development of quality rather than the quantity. In this social trend, an evaluation of the educative effect of linking the cyber-space with the teaching and learning of history is needed. Therefore, in this study, the teacher herself developed an online learning program for online studying and analysis of the interest and accomplishment of the individual student to see how effective can this type of education can be, and see if it is possible to be realized in the real field of education. The study was made in the following process. For the 1st step, discussed about the theories of cyber education, and analyzed previous cases and studies. For the 2nd step, for the design of teaching-and learning of history by cyber education, a survey has made to analyze the environment of the student. For the 3rd step, based on the analysis from the previous steps, a model for teaching-and learning of history by cyber education was developed and carried out for 12 weeks. For the 4th step, 2 types of a 2nd survey was done after the test operation of the program, One with the students about the program itself, and another with the teachers about the reputation. For the 5th step, there were two test of the same degree of difficulty on different chapters. One chapter which online education was applied and another which conventional class education was done. The degree of accomplishment was evaluated based on the percent of correct answers for comparatively analysis. The result was as the followings. 1st, teaching-and learning of history by cyber education showed a very affirmative change in fields of accomplishment such as the learning, ability and attitude. 2nd, teaching-and learning of history by cyber education promoted the interest and understandings of the students for voluntary participation in class for realization of self-directed learning. 3rd, by the teacher herself making and operating the cyber education, this solves the problem of lack of affection between the teachers and students. Therefore, it could be seen that this can be a teaching-and learning tool which can realize the merits of both the face to face education and cyber education. 4th, teaching-and learning of history by cyber education can complements the problems such as deviation of learning or lack of understandings through the internet. 5th, teaching-and learning of history by cyber education itself demands ability of a high level and time for the development of the model. But, if the contents are well developed. it can be easily applied as a data for achievement evaluation, and maybe used as a reference at class through modification and supplement. The teaching-and learning of history applying cyber education can be an effective model for getting out of the one-side grinding for an active and self leading learning model focused on the student. For this, there is a need for comparative analysis through development of various methods and tests on a subject of a larger number of students. And a model best for each school or grade should be systematically developed. Also, for the maximization of the educative effect, improvement of the condition of the fields and system is very needed so that teachers can work together for construction of education contents and flexible operation of the program.