Flipped learning maximizes class time and incorporates practices such as differentiation and cooperative learning to meet student's individual learning needs. Research showed this instructional model to be promising at increasing academic performance much quicker than traditional instruction. This non-equivalent groups, quasi-experimental study sought to explore the effects of flipped learning on rural middle school students' mathematics achievement and approaches to learning. The findings showed no significant difference in students' approaches to learning. However, academic performance based on the TNReady Mock Assessment showed that students engaged in flipped learning scored much higher than those receiving traditional instruction. Despite the increase in performance, flipped learning did not eliminate the disparities between economically disadvantaged and non-economically disadvantaged students' academic performance. [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.]