This study investigated the impact of the flipped classroom on grade six students' academic achievements and perceptions in science class. Participants (n = 39) were assigned to a control group (using traditional instruction) or an experimental group (using flipped instruction). Data analysis was done using Statistical Package for the Social Sciences (SPSS). Pre-test scores of both groups were compared by using independent t-test. The obtained "t" value of 1.22 was found to be insignificant at p=0.229 (> 0.05) which revealed no significant difference between these groups at the beginning. After three weeks, their post-test scores in science were again compared to examine the impact of different instructional interventions. The obtained "t" value of both groups' post-test score comparison was 2.646 which was found to be significant at p=0.012 (< 0.05). Likert Scale Questionnaire was also employed to explore if students had valued the experimental