Teachers everywhere are constantly working hard to invest in technological innovations to improve the educational standards and create new models and strategies of teaching and learning. One of these models that seems to rely heavily on technology is the “flipped learning or flipped classroom” model. This model is gaining attention among educators from all levels and fields around the world. The present study aimed to investigate the perceptions of EFL teachers of the flipped classroom model in the Palestinian context in addition to identifying the effect of gender, qualification, and experience on teachers' perceptions.The sample of the study consisted of 79 EFL teachers attended in Teacher Education Improvement Project (TEIP)-Additional Financing. The quantitative results showed that the total degree of teachers' responses was (3.85) which suggested a high level of perceptions and there were no statistical significant differences at (α ≤ 0.05) on the total degree of perceptions between teachers due to gender, qualification and experience. The qualitative results revealed three major themes with regard to teachers’ perceptions and that teachers were somehow divided into two groups. The first group was in favor of using the flipped learning model but with mature students and after providing the required infrastructure. The second group was not in favor of using the flipped learning model because it might add more responsibilities and tasks to the overloaded teachers and it might distract students as well. In light of the results of the present study, the researchers offered some recommendations.