Abstract: This study explores college student’s perceptions regarding experiences of flipped learning which is an evolving approach in the field of teaching and learning. About 35 college students majoring in the English language and literature participated in the study over a semester. A semi-structured survey was implemented at the end of the semester to collect data on the student’s perceptions of flipped learning experiences. The questionnaire included three parts comprising pre-class learning in-class learning and overall satisfaction. Responses were analyzed as a percentage rate. Student’s perceptions regarding the flipped learning experience were highly positive. Most students perceived that the online material formed an essential part of learning and that the pre-class supported their learning. All participants were satisfied with the pre-class learning components in this study. In terms of in-class learning, students perceived that they learned actively and increased their problem-solving ability through the in-class activities. The response regarding overall perceptions of the flipped learning experience indicated three major findings. Specifically, the students agreed that pre-class and in-class activities were well connected, their interaction opportunities increased and their degree of understanding of the content was heightened. Findings add meaningful suggestions for further research on flipped learning in that systematic and careful design are key to the success of the flipped learning class. Based on the findings of this study, more studies should be conducted on the role of teachers and effective ways to maximize student’s satisfaction with the flipped learning approach.