Objective <p>Flipped classrooms have become popular in health-related education fields in recent years. The objective of this study was to test the flipped approach in ophthalmology and assess student perceptions comparing flipped and traditional classrooms for teaching an undergraduate ophthalmology curriculum.</p> Methods <p>This is a non-randomized mixed method study looking at flipped approach for undergraduate&#xa0;ophthalmology teaching&#xa0;in the UK. Two modules of the ophthalmology course were chosen for two blocks of medical students (<i>n</i> = 50) with a cross over design. The questionnaires included a quantitative and qualitative survey to assess student perceptions on various aspects of the flipped approach.</p> Results <p>The statistical and thematic analysis revealed a preference for flipped classroom with students preferring some topics (<i>p</i> = 0.028) in ophthalmology to be delivered as flipped sessions. Pre-learning was found to be structured (<i>p</i> &lt; 0.001) and not a burden contrary to the general perception about flipped classroom. Poll Everywhere as an audience response system emerged as a good teaching-learning tool for case-based discussions (<i>p</i> &lt; 0.001). It was noted that most students in this cohort preferred flipped classroom for their future teaching (<i>p</i> &lt; 0.001).</p> Conclusions <p>The concept of FC is a promising, effective, and flexible teaching approach which should be selected carefully for appropriate modules. A combination of flipped and traditional approach may be the best way forward to cater to the needs of the students when the expectations and demands are clearly on the rise with the evolving and emerging trends of novel and innovative changes across all specialties in medicine.</p>