The present study aimed to identify the first year college students' learning and experiences in an EFL flipped classroom at the State Islamic University of Ar-Raniry in Indonesia. 27 students who enrolled in English 2 course participated as samples of this study. The data were collected from diverse sources including questionnaire surveys, focus group discussion, individual interview and observation. The quantitative data responses were analyzed in column charts with the percentage, Mean and Standard Deviation while the interview analysis used a step-wise design described by Patton (2002). The process consisted of three steps: (1) Assemble the raw case; (2) Construct the case record and (3) Report a final case. Results designated that students engaged in the EFL flipped classroom environment through hands-on activities and peer work. This instruction also successfully enhanced students' enthusiasm for learning the content before coming to the class, provided more opportunities for interaction among peers, came to class prepared and obtained immediate instructor's feedbacks. All in all, the categories revealed that the majority of students perceived the flipped classroom highly positive. In this study, the researcher concluded that the students had successfully achieved six levels of cognitive domain of Taxonomy or higher-level learning of Bloom's Taxonomy.