This study investigated the impact of the flipped classroom on grade six students' academic achievements and perceptions in science class. Participants (n = 39) were assigned to a control group (using traditional instruction) or an experimental group (using flipped instruction). Data analysis was done using Statistical Package for the Social Sciences (SPSS). Pre-test scores of both groups were compared by using independent t-test. The obtained "t" value of 1.22 was found to be insignificant at p=0.229 (> 0.05) which revealed no significant difference between these groups at the beginning. After three weeks, their post-test scores in science were again compared to examine the impact of different instructional interventions. The obtained "t" value of both groups' post-test score comparison was 2.646 which was found to be significant at p=0.012 (< 0.05). Likert Scale Questionnaire was also employed to explore if students had valued the experimental intervention. It was revealed that the students were highly satisfied with the flipped classroom. This confirmed the difference between the control and experimental groups. Mean scores of flipped and traditional instruction groups further assured that flipped instruction had an impact on students' learning performance and perceptions.