The flipped classroom method, which could be considered as one of the crucial new generation teaching approaches, is a permutation of the educational activities that are carried out inside and outside of the classroom environment. The main purpose of the present study is to determine the impact of the flipped classroom approach on students' academic achievement and their attitudes toward programming and methodology at the higher education level. The current study employed a mixed research method as findings were transcribed on the basis of quantitative and qualitative data sets. Academic achievement tests and attitudes toward programming scales were used to collect quantitative data, whereas a semistructured focus group interview was used to collect the qualitative data set. The findings demonstrated that a statistically significant difference existed among the students in the experimental group and students within the control group regarding their attitudes toward programming and academic achievement. The results of the study reported that the experimental group had more positive attitudes and higher levels of academic achievement when compared with the control group. The advantages of the flipped classroom model include the elevated teacher-student interaction, raised independence in terms of accessing courses regardless of time and place, the opportunity to save time particularly during practicing, student-centered structure and increased motivation. This method also has many disadvantages. These include the need for technological requirements, students not watching videos, poor attendance to the course, and the lowered student-teacher interaction, especially outside the classroom.