The Flipped Classroom Model is a student-centered learning model in which students effectively assimilate subjects in the classroom, where they often perform their learning out of school with materials such as narrative, film, presentation, or video. The purpose of this study is to examine the effect of the Flipped Classroom Model on the academic success of prospective teachers. Experimental pattern model with pretest-posttest control group was used in the study. One experimental and the other control group were determined for the study. The study group of the investigation is the second grade students who study at the Department of Elementary Teacher Education in Mustafa Kemal University Faculty of Education in 2016-2017 academic years. The study lasted for six weeks. An achievement test was developed previously by the researcher and the developed achievement test was applied twice to the groups as pre-test and post-test for the study. Studies of the validity and reliability of the success test that is used in research was determined and value of KR-20 that is the reliability coefficient of the test containing 25 matters was calculated as 0.83. As a result of the research, the academic achievement of all the students who are studying according to both the traditional education system and the Flipped Classroom Model improved. However, the academic achievement of the students who are studying according to Flipped Classroom Model improved more than the academic achievement of students who are studying according to the traditional education system.