Although flipped classroom is a relatively new method in children’s education, it is quickly gaining importance because it creates time for more active learning and develops learning practices by integrating technology. This study examined the perceptions of fifty-seven middle school teachers regarding flipped classroom. The teachers’ survey designed by Gough et al. (2017) was used to collect the data. The results of the study suggested that Mathematics and Science teachers are more welcoming to implementing flipped classrooms and much more willing to use new experiences compared to Social Studies and English Language Arts teachers in middle schools. The results of the study also suggested that before engaging in a flipped classroom method, teachers need to improve their knowledge and skills about using flipped classroom effectively.