School grammar defines `ida` as a predicative case particle. However, `ida` has been discussed as a grammatical category such as a verb, a copula, an affix, etc. This shows that `ida` has various grammatical properties. But learners learn `ida` as a predicative case particle, and simply memorize the difference with other particles as an exception without the process of observing and understanding diverse grammatical properties. Since school grammar should be systemized in the aspect of education which is different from the normative grammar, learners should be seen as an important factor. Therefore, this study analyzed how learners have recognized `ida` morphologically and syntactically through an oral test and learning activity of `ida.` As a result, most learners understood that `ida` has the property of a verb (rather than a particle) and the semantic relationship of `anida.` About 30% of the students write `ida` apart from preceeding nominal words, and the majority of students recommended that it`s okay to write `ida` apart. Accordingly, the learners` perception of `ida` presents the need to reconsider the characteristics of `ida` of school grammar.