The aim of this case study is to determine student views on the flipped classroom. It was conducted for nine weeks with 39 students in the Science Education department. The semi-structured interview technique was utilized during the data collection process. The content analysis method was used in order to analyze the data collected from the interviews. The findings of the research revealed that students have positive opinions regarding the flipped classroom. When their perceptions were examined, some positive aspects of the model including time-efficiency in the classroom, learning reinforcement, more practice in the classroom, time and space flexibility, revision opportunity, opportunity to learn at individual's own pace, permanent and active learning, preparing for the lesson and undertaking responsibility were identified. The most emphasized negative aspects of the model included technological inadequacy, technical problems, past habits, lack of proper video duration, workload and the necessity of class attendance. In addition, students stated that the model is viable for other courses and that they would prefer to use this model for their future profession.