The primary purpose of this study was to examine whether a flipped learningenvironment was a disruption to the traditional instructional approach,particularly in consideration of the 21st-century skills that students must acquirebefore graduation. A flipped classroom is one in which students are introducedto content at home or outside classroom via technology, and practice workingthrough it at school. A qualitative research design was employed to conductthe study through a focus group approach. Nine in-service teachers, who wereparticipants in a flipped classroom pilot program in Malaysia, served on thefocus groups. Data were collected through asynchronous virtual focus groupdiscussions. The scissor-and-sort approach was employed in the data analysisprocess. Findings from the study indicated teachers believed that a flippedlearning environment maximized student learning potential, allowed forcollaborative learning, created an engaging learning environment andpromoted higher order critical thinking and problem solving skills, all suitablefor encouraging and practicing 21st century skills in the classroom. Therefore,this study showed that the flipped classroom approach disrupts the traditionallearning environment in a positive manner and avails opportunities to equipstudents with the relevant skills of problem-solving, critical thinking,collaboration, cultural sensitivity, and creativity which are essential for life-long learning and participating in a competitive 21st-century learningenvironment.