University education must respond to social demands and adapt to the needs of students in the teaching-learning process. This article reports on a study that focuses on how a teaching proposal based on the flipped classroom has an impact on grammar learning and on the development of oral skills at tertiary education. The main objectives of this article are the following: 1. To observe how flipping a grammar and a speaking class allow students to acquire grammar content, improve their speaking skills and develop social competences and 2. To know students' opinions about the methodology used in the teaching-learning process. The study uses a mixed-methods research design (qualitative and quantitative) by observing the students' performances in grammar learning and oral presentation and by using a questionnaire at the end of the semester. The results of the questionnaire indicate that most students were satisfied with the proposed methodology and are aware of its benefits in their learning process.