The aim of this study is to examine the effect of the flipped learning model on students' academic achievement and its relationship with the permanence and effectiveness of the subjects learned. The research is in the sequential explanatory mixed method model. For the experimental study of the research, two classes with close socio-economic and academic levels were selected as the experimental and control groups in a primary school located in the Aziziye district of Erzurum province. Qualitative findings were obtained from the experimental group teachers and parents. Data were analyzed with unrelated sample t-test and one-way analysis of variance and content analysis for repeated measures. According to the results of the research, the flipped learning model positively affects the academic success of the students in the primary school mathematics course. Flipped classroom practices facilitate the learning of student achievements and ensure their permanence. In addition, this model increases student motivation and allows for the elimination of deficiencies. Thanks to the flipped classroom practices, the teacher can be more effective and productive and spend more time in the classroom for evaluation studies.