Flipped learning is a recent trend in ICT which aims to improve the teaching-learning process. The main aim of this research is to investigate the effects of flipped learning on Palestinian students’ perceptions towards Science teaching. Quasi-experimental method was used. The sample consists of 43 female students of grade 7 in Jerusalem district during the second semester of academic year 2017/2018. A series of Science video lessons were presented on a closed Facebook group for students to watch and prepare before attending classroom session. Active learning methods were used inside classroom sessions. A questionnaire was developed. Descriptive and inferential analyses were used. It is found that students’ perceptions are positive and high towards flipped learning. The majority of students reported that flipped learning is more interesting and engaging than traditional method. Moreover, the interaction time and communication increased inside classroom sessions.