Flipped learning is a constructivist teaching and learning strategy by which students individually acquire content knowledge outside of class by accessing teacher-defined learning activities. Class time is then structured to reinforce that knowledge and activate higher-order thinking processes in individual and group contexts. Existing literature referencing flipped learning lacks experimental research focusing on the effectiveness of the approach in primary school settings. The aim of this study is to add to this body of knowledge by studying the effectiveness of flipped learning on academic performance and student learning experience in the sixth-grade science classroom. Three sections of the class taught by the same teacher will be studied over a four-week period as they cover a defined learning unit. A standardized pretest and posttest referencing the standards associated with the selected content unit will provide quantitative data regarding student learning performance. Qualitative surveys will consider how flipped learning affects the learner's experience. Mixed method data collected through this study will be used to identify practical correlations between flipped learning, student performance, and student learning experience. This research will add to this body of knowledge by providing new data on the effectiveness of flipped learning in a rural primary school setting.