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Background: The flipped classroom educational model reverses the role of the traditional format of a classroom lecture from group learning to individual learning, and the educator guides students in the application of knowledge and building concepts. The objective is to evaluate the perception of students in a flipped teaching model versus didactic /traditional classroom model. The purpose was to assess the ability of the educator to enhance the academic achievement of students. Subjects and Methods: The current study was conducted for a period of six months, in which second-phase medical undergraduates participated. Informed / ethical consent was taken before the study was initiated. A total of 133 students out of 150 participated in the study. Two groups were formed, one had a traditional class, and the other had a flipped class. Pre-test and post-test in the form of a questionnaire were conducted before starting and after completion of the class, and the perceptions of students were assessed. Result: Out of 150 students, only 133 participated in the study, 65 were in the flipped classroom space, and 68 were in the traditional model. The baseline performance of both groups was the same (mean difference 0.37, 95% CI: -0.35 to 1.10, p = 0.31). Post-intervention, both groups showed improvement, but the flipped classroom group demonstrated significantly greater gain. Conclusion: The implementation of a new teaching model depends upon its acceptance, dynamism, logistics, understanding, and better outcomes. The innovative method (flipped) was found to be a more effective teaching-learning, thought-provoking model with enhanced students’ engagement in learning and perception.