In this study, we set up a relationship and hypothesis that the learning motivation (ARCS) of students majoring in culinary arts will have a positive (+) effect on learning immersion and learning outcomes for students at culinary education institutions, and established research models through empirical analysis. Hypotheses were tested. In order to conduct an empirical study, this study conducted a questionnaire targeting students of culinary education institutions in Korea. In order to verify the hypotheses of the study, frequency analysis, correlation analysis, factor analysis, and multiple regression analysis were conducted with the SPSS/WIN statistical program 22.0. In this study, we tried to provide basic data for effective teaching and learning methods to improve the learning outcomes of culinary education by analyzing the correlation between the learning motivation (ARCS) theory and learning immersion and learning outcomes for students at culinary education institutions.