In recent years, flipping classrooms has become a popular topic of discussion. However, few previous studies have focused on the effect of the flow experience on programming self-efficacy. To address this gap, the present researchers developed a model that included six research hypotheses. The study applied a flipped classroom model to a programming course in order to examine the relationship between self-efficacy, flow experience, and learning performance in a flipped programming course. The research model was empirically examined using a survey to collect data from 46 college students in Taiwan. Programming courses were conducted for 180 minutes once a week, with six weeks of total teaching time. The findings of this study indicate that there is a positive relationship between programming self-efficacy and enjoyment, engagement, and flow control. The study also revealed that certain important implications and factors to improve the design and delivery of such courses.