It is advocated that flipped learning environment has the potential to affect student learning outcomes in a positive way. However, very few previous research findings are available to support this. Additionally, postulated that flipped learning has not caught on in social sciences. The current study explored whether students' specific learning outcome measures in sociology are different between those in flipped learning courses and those in a traditional lecture course, and between male and female students. A quasi-experimental design was employed in one unit of introductory sociology courses to examine six outcome measures (Pretest, Posttest, Stratification Quiz, Sex/Gender Quiz, Race/Ethnicity Quiz, and Higher-Ordered Unit Exam). Results suggested that the flipped learning group performed better on the Race/Ethnicity Quiz, the traditional lecture group performed better (higher scores) on the Higher-Ordered Unit Exam, and there in no difference on all the measures by gender. The findings from this study reaffirmed some of findings from previous flipped learning research.