Student academic achievement is of prime concern in the American education system because academic success (i.e. achievement) has been shown to be a predictor of success in later life and is crystallized in the United States Department of Education's mission statement "...to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access" (2016). The problem that this study will seek to address is the problem of low academic achievement in high school. In response to the need for engaging students in the general education classroom, the purpose of this pre-posttest control group study is to investigate whether the flipped classroom model of instruction has a positive impact on student achievement. Participants were 147 9th, 10th, 11th, and 12th grade students at a suburban high school in the Bay Area of California who were assigned to a 9th or 10th grade English class by the school administration. To measure academic achievement, quantitative data in the form of student grades on report cards (GPA) was collected. Data was analyzed using dependent-samples paired t-test and the results indicated a significant impact on achievement: t(146) = -2.911, p = 0.004. There was a significant difference in pre-flip GPA scores and post-flip GPA scores. The null hypothesis was rejected: there is significant difference in academic achievement between the flipped classroom model and traditional lesson delivery. Future research is needed to determine the impact of the flipped model on the achievement of students in varying socioeconomic backgrounds, geographic locations, and ages. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]