The purpose of this paper is to examine the overall effectiveness of the activities related to flipped classroom on students’ learning achievement and motivation. The flipped classroom approach is becoming more widespread in schools. Recent advances in technology and in ideology have unlocked entirely new directions for education research. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a blended-learning, a unique combination of learning theories once thought to be incompatible—active, problem-based learning activities founded upon a constructivist ideology and instructional lectures derived from direct instruction methods founded upon behaviorist principles. There are a vast array of advantages and disadvantages to integrating flipped classroom approaches. However, researchers have discovered that flipped classrooms are effective instructional methods that are well received by students but need to be designed carefully to ensure that learners review all required course materials prior to completing in-class activities.