United States students' secondary science scores have remained consistently low when compared to the scores of secondary science students in other nations, prompting a shift to the use of more effective, student-centered instructional practices. The purpose of this quantitative, quasi-experimental design study was to determine the impact flipped learning has on student achievement in an eighth grade earth science classroom. Two groups received a unit of instruction on Plate Tectonics, part of the Pearson Education Interactive Science Series(c). The control group received direct instruction in class, in a traditional lecture driven format. The experimental group received direct instruction outside of class via teacher created, pre-recorded videos that students watched on Google classroom, while class time was used for student-centered learning activities. Achievement was measured using a pre-test post-test design to promote the isolation of achievement measured on the post-test as an indication of the treatment. Both treatment groups showed significant differences between pre-test and post-test scores, however, neither group had a significant difference when comparing gain means from the control group to gain means in the experimental group. A small effect size was found related to the mean gains in the experimental group. Post hoc testing revealed that students with IEPs had a significant difference in achievement when compared within and between groups. The results of this study may provide evidence, grounded in research, that can inform decision making processes with regard to effective instructional approaches and appropriate topics for professional development in the K-12 learning environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]