This paper presents the results of a quantitative research that explores teachers’ perceptions about flipped learning and the pedagogical features of this model in educational practice. Research data were collected through an online questionnaire completed by 283 primary and secondary school teachers serving in Greek public schools. A new scale for recording teachers’ perceptions of the flipped classroom/learning approach was developed, based on the existing literature and the research experience of the authors in relation to learning technologies and teachers’ preparation. Data analysis showed that most of the participants were positive towards adopting and using the flipped learning approach in their classrooms. Most teachers recognize the key pedagogical features of the flipped learning model and the consequent changes in students’ learning process. On the other hand, the findings showed that teachers’ experience in applying the flipped learning model in practice and their training about using ICT in their instruction are factors that positively affect teachers’ perceptions and pedagogical thinking about flipped learning.