This study investigated the effectiveness of the flipped classroom model in improving English reading comprehension skill among Grade 6 students in Bhutan and explored their satisfaction with this instructional approach. Utilizing a quasi-experimental design, the study combined both quantitative and qualitative research methods to collect comprehensive data. Quantitative data were obtained through reading comprehension test administered before and after the intervention (pretest and posttest), while qualitative data were gathered through semi-structured interview with the students. The analysis of the quantitative data, conducted using paired sample t-tests, revealed a significant improvement in student performance from the pretest to the posttest. The mean score increased from 12.63 in the pretest to 22.85 in the posttest, resulting in a mean difference of 10.22 with a significance level of p < 0.01. This result indicated that the flipped classroom approach, incorporating poems as a primary resource, was effective in enhancing students' reading comprehension skill. Qualitative feedback from the semi-structured interview supported these findings, showing that students not only improved their reading comprehension but also reported higher levels of learning satisfaction, motivation, and confidence in their reading skill. Overall, the study demonstrated that the flipped classroom strategy may be a valuable tool for developing English reading skill in young learners while also positively impacting their overall learning experience.