The purpose of this experimental posttest-only study was to determine the effect of the flipped classroom approach (FCA) instructional strategy on motivational orientations of middle school students in math in India. The research questions focused on the effect of FCA on student's value component (intrinsic goal orientation, extrinsic goal orientation, task value), expectancy component (self-efficacy and control beliefs), and affective component (test anxiety). These variables were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Two intact sections of eighth-grade students (n=66) from a private K-12 school in India participated in the study. Participants were randomly assigned to one of two conditions: using FCA (videos from Khan Academy) and not using FCA to teach the same mathematics topic. At the end of the one-week long study, two surveys were administered to participants in both groups: the demographic survey and the MSLQ. Statistical analyses using two MANOVAs and a one-way ANOVA showed no statistically significant difference between the two groups in terms of student's value component, expectancy component, or affective component. The limitations of this study focus on the duration of the study, study design, use of self-reported survey, and limited sample size. Additionally, with this being the first known study of its kind, it can be argued that further research studies on the topic might be warranted before forming a conclusion on the use of FCA on student motivation. [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.]