This quasi-experimental study sought to use flipped learning to examine if there was a difference in student performance in a middle school science classroom for students in a flipped classroom versus those students in a nonflipped classroom. This study will contribute to the growing body of literature on flipped learning as school leaders can benefit from a study that scientifically quantifies the benefits of a flipped learning environment and provide professional development to staff regarding research based methods which impact teaching and learning in the science classroom. In this research, the achievement of students, as measured by quiz and unit assessments, was analyzed to compare the performance students in a flipped classroom to their nonflipped counterparts using a t-test. Upon examination of the quantitative data from these groups of students, it was shown that students in the nonflipped classroom initially outperformed students in the flipped classroom on the first assessment. Overtime, however, the achievement of students in the flipped and nonflipped showed no statistically significant difference although the mean scores for students in the flipped classroom were higher. In the final unit of the study, students in the flipped classroom performed statistically significantly better than those in the nonflipped classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]