Objectives This study developed an alternative program that could overcome the limitations of existing life-respect education and then analyzed the experiences of students who participated in the program using qualitative research methods. Methods A student-led life respect education program based on Flipped Learning and Problem Based Learning was developed and implemented for 450 high school students in Seoul. Qualitative data (satisfaction survey open-ended questions, written interviews, group interviews, impression sharing activities, etc.) were collected from 190 general students and 33 student instructors participating in education at two high schools. The collected data were analyzed using a consensual qualitative research method to examine the meaning and context of the students' experiences. Results The meaning of the experiences of general students who participated in education can be condensed and expressed as ‘education to think and communicate together from the perspective of youth.’ In addition, the meaning of the experience of the student instructors who led the education can be said to be ‘learning to explain, learning more deeply, one stone and two birds.’ This can be understood in the context of the ‘Learning Pyramid’, a schema that defines efficient learning methods. Conclusions We propose to improve educational effectiveness through exploration of learning strategies for life-respecting education, and limitations of the study and future research tasks were presented.