Flipped classroom learning methods have been gaining a lot of popularity in recent years. Educators have recorded many mixed results about the effectiveness of this method to achieve superior concept retention in students. Although there has been lot of research published about flipped learning, very little is known how this method affects the learning of Chemistry among middle school students. This study was conducted in two Science classrooms with 3 blocks each over a period of three consecutive days. A total of 122 students took part in this study where 75 students were taught using flipped learning approach whereas 47 students were exposed to traditional method. The students were given pre-test one day before the lesson and taught the next day using the respective teaching methods followed with a post-test on the third day. Findings demonstrate that the average post-test scores for students in flipped learning were higher as compared to traditional method. Additionally, at the end of the study, the students with flipped learning shared their perceptions about the approach. [For the full proceedings, see ED626668.]