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Introduction ? Flipped learning (FL) is one of the promising advancements in the field of modern education . In this learning the teacher provides lecture material to be viewed at home prior to the scheduled lecture. Aims and objectives- The aim and objectives of this study is to evaluate the impact of flipped learning in relation to students academic performance. And to assess the acceptability in implementing flipped learning by the departmental faculty and to assess faculty and student perception towards flipped learning. Material and method-:The study was conducted in the department of obstetrics and gynaecology after obtaining institutional ethical clearance at SMS&R institute, greater noida. Students were randomly divided into 2 batches (A&B) of 75 students each. Batch A received traditional teaching while batch B received flipped learning of the selected topic. Batch B received the resource material 1 week prior to prepare the topic in advance. Post test was conducted for both the batches as a surprise test atleast 2 weeks later. In next month cross-over was done batch A received flipped learning and batch B for the traditional teaching on the selected topic. Two weeks later surprise test assessment was done. Feedback collected from both faculty and students using google forms. Results- Improved academic performance by comparing post test marks of students of both groups in same session (statistically significant). Flipped learning showed significant improvement in test scores. Both students and faculty found flipped learning to be more engaging, motivating and majority of students desired more topics to be taught via new model of teaching. Conclusion- The study demonstrated a positive perception towards this newer teaching learning model both by the students as well as faculty. The method evoked increased academic performance of the students,enhanced sense of satisfaction and better faculty-student interaction with increased student engagement and learning.