The current popularity of flipped learning may be attributed to its reported successes in bringing about enhanced learner engagement and positive learning outcomes. This study aims to improve our understanding of flipped learning (FL) outcomes by examining factors of learner engagement, academic capability, and epistemological beliefs. Data were collected and statistically analyzed from 231 undergraduate students enrolled in a general biology or general chemistry course at a Korean university implemented with the FL model. The results indicated that learners' epistemological beliefs influenced neither pre-class nor in-class engagement, but that academic capability did affect both pre-class and in-class engagement. Only content/learning-related outcomes, not generic competencies or satisfaction, were affected by both academic capability and epistemological beliefs. Both pre-class and in-class engagement levels affected most types of FL outcomes except generic competencies, which were only affected by the extent of in-class engagement. Learners' affective engagement was not influenced by epistemological beliefs, but directly and indirectly affected FL outcomes via behavioral and cognitive engagement. Theoretical and practical implications are discussed along with recommendations.