The flipped classroom model challenges the way educators structure and implement their courses, and how students learn. Although there is burgeoning evidence for the effectiveness of flipped classrooms for improving student performance, student satisfaction is also an important consideration insofar as student evaluations can affect uptake of new education approaches. Yet we know little about the extent to which students are satisfied with the flipped model. To address this discrepancy, this article reports a world-first meta-analysis of student satisfaction with flipped classrooms and teachers relative to traditional teaching approaches across disciplines and education level (overall 53 studies; 8,429 students). Overall, the flipped classroom had a weak-moderate positive effect on student satisfaction with courses (k = 50; g = 0.36) and instructors (k = 26; g = 0.40). We also report moderating effects relating to discipline, education level, pre-class testing, in-class activities, group size, and sophistication of flipped designs.