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Belief in Cooperation Study that Targets Native Korean Learners - Focused on cooperative work, discussion image, discussion skill Ishizuka Ken A survey targeting learners who study Japanese as a foreign language in Korean universities was conducted using “The Belief in Cooperation Scale,” developed by Yasunaga (2006) to clarify whether the concept of cooperative learning is an appropriate educational approach for Japanese learners whose mother tongues are Korean and how they perceive an image and a skill related to cooperative learning while having a ‘conversation.’ In addition to the survey, which is the original method of this study, an interview, qualitative research, was conducted at the same time to analyze and consider the learners’ perception from different perspectives by quoting specific situations and cases. After researching students’ tendencies, I cannot deny that there were differences by individual. The aggregate method can be averaged, but research that clarifies individual properties more specifically needs to be implemented. For that research, in addition to quantitative data, a class can be set up which introduces cooperative learning and observes the learners’ changes and the progress in the learners’ belief by researching repeatedly over time. Interviews, qualitative research, which target learners who are weighted towards high scores and low scores respectively, can be conducted as well. As a result, unexpectedly, the learners’ answers were mostly in the categories of ‘Harmony,’ ‘Motivation,’ ‘Cooperation,’ and ‘Initiative,’ and less in ‘Level Difference,’ ‘Grade Difference,’ and ‘Gender Difference.’ They speak up and directly express honest opinions while showing a tendency to avoid a leader’s role. Also, they consider vertical relationships and gender differences less than expected, but depend highly on higher level classmates. Based on this result, when designing a class, teachers need to fully grasp through the methods of a questionnaire survey, learning perception research, and preliminary interviews, a balance between learners, especially for those who do not get along with each other. However, from time to time, a positive learning atmosphere is not formed, even between close learners, and an adjustment will be needed.