This paper presents the results of a study exploring teachers’ beliefs and pedagogical perceptions of flipped learning as well as their readiness to adopt and implement flipped learning interventions in their instructional practices. Quantitative research data were collected through an online questionnaire completed by 283 primary and secondary school teachers serving in Greek public schools. Data analysis showed that most teachers were positive about using the flipped learning approach in their classrooms. They also recognize the key pedagogical features of the flipped learning model, the consequent changes in the process of learning, and the benefits for the students. Conversely, the findings indicated that teachers’ practical experience with the flipped learning model and teachers’ training in using ICT in their instruction positively influence their perceptions about flipped learning.