The flipped classroom (FC) and case-based learning (CBL) are recognized as effective instructional models that emphasize the development of problem-solving ability. However, the implementation of FC combined with CBL has not been well explored. This study aims to investigate the effect of FC combined with CBL on students' problem solving by comparing it with the FC model and the traditional method. Three groups in a private university in Indonesia participated in an experimental study involving 94 students. Across 8 weeks, one experimental group received the FC model and a second experimental group received FC combined with the CBL model. The control group received regular learning activities. A measure of problem-solving ability was administered to all groups before and after the 8-week intervention. In the FC combined with CBL model, problem-solving ability increased significantly compared to students in the control group. The findings need to be replicated with an extended, after-class session that involves larger groups of participants over a longer time period.