The aim of this study is to determine the effectiveness of the flipped classroom, which is one of the activities and student-centered models, on the cognitive, affective, and social dimensions of students by making a meta-thematic analysis of qualitative studies. In the screening carried out by considering these criteria, 683 studies were reached, and 71 studies were analyzed according to the content analysis technique due to various eliminations. It is found that the flipped classroom model increases academic success by facilitating effective learning; it has been concluded that it increases the learning motivation and reduces the stress of not learning by encouraging them to engage in learning processes.