The purpose of this study was to evaluate the effects of the Flipped Classroom model on students achievement in and approaches and attitudes towards physics course. With the control group, a quasi-experimental pretest-posttest design was used. A total of 74 students studying in the Department of Computer Education and Instructional Technology in Faculty of Education at the Uludag University, Bursa participated to the study. The. students were assigned to experimental and control groups according to their preferences whether they would like to watch lectures or not: the flipped classroom group (n = 40), who received physics instruction in accordance with the flipped classroom model format, or a control group (n = 34), who received physics instruction in line with traditional teaching methods. Data were collected via the pre- and post-administration of the Achievement Test, the pre- and post-online survey. The results indicated that students participating in the flipped classroom performed as well or better on physics achievement test; and while students initially struggled with the new format, they adapted quickly and found the flipped classroom format to be effective. The students in flipped classroom model were willing to take course with different teaching models, especially problem-based learning, discovery learning and individualised learning strategies.