The study aims to compare the Flipped Classroom teaching–learning method with the traditional one among secondary school students. The objective is to introduce students to extended reality by having them design their own 3D CAD models and enhance their value using virtual and augmented reality, as well as 3D printing. Students were assigned the task of creating a 3D model of a basic geometry character and were provided with multimedia tools to implement the Flipped Classroom teaching–learning method. They were taught about value enhancement and given a free platform to visualize and interact with their designs using virtual and augmented reality glasses. The process also included transitioning from virtual models to tangible ones through additive manufacturing, all using free software. The methodology was evaluated through student surveys to measure results compared to traditional teaching methods and the effectiveness of interactive resources. The study showed various improvements in students’ understanding of 3D Modeling and its value enhancement through virtual reality and physical transformation. In conclusion, the Flipped Classroom method is presented as an attractive and effective approach for 3rd-year secondary education students. It fosters improvements and encourages group work in 3D CAD Modeling. The use of extended reality tools notably enhances students’ spatial concepts and their ability to virtually interact with their designs.