This study investigated, via quasi-experiments, the effects of problem-based learning with flipped classroom (FPBL) on the development of students' learning performance. In this study, 144 elementary school students were selected from sixth-grade sections taking a course titled "Production of Ebook," and were assigned into the following three groups: FPBL group (n = 50), PBL group (n = 48), and Control group (n = 46). The authors collected both quantitative and qualitative data, including interviews with students and the teacher's journal. Based on the analysis in this study, it is found that the effect of FPBL on improving students' learning performance was significantly higher than other teaching methods investigated. This research provides an innovative design and illustration of PBL for teachers, educators, and schools which pay attention to enhancing students' learning performance.