The study was designed to investigate the effect of “Flipped Classroom strategy” on the performance of prospective teachers of Khyber Pakhtunkhwa. Flipped classroom strategy is a reverse type of traditional classroom strategy where teacher select or develop videos usually related to the course content and assign students as a homework activity to watch it before coming to formal session. During formal session the students engage in active learning under the guidance and supervision of teacher. Major objectives of the study were: (1) To compare the performance of prospective teachers in traditional classroom strategy and flipped classroom strategy; (2) To find out the effect of flipped classroom strategy on classroom learning environment of both flipped classroom and non-flipped classroom with respect to WIHIC scale; (3) To compare the effect of flipped classroom strategy on the performance of male and female prospective teachers. Forty eight prospective teachers studying at Sir Syed College of Education Katlang, (Mardan) were selected as the sample of the study. The sample students were divided into two groups through paired random sampling techniques, that was experimental and control groups. Each group comprised 24 prospective teachers. Pretest posttest equivalent group experimental research design was used for the study. Two different treatment patterns were applied for the purpose of experiment. Both the groups were provided the same learning materials, and were taught with the same lesson plans but the control group was provided the routine lecture demonstration method in the classroom while “Flipped classroom strategy” as a supplementary strategy was provided to experimental group for the period of six academic weeks. After the treatment, both experimental and control groups were given post-test. Questionnaire “What is Happening in this Classroom” (WIHIC) scale was used to compare the classroom learning environment of both groups. The data was analyzed by applying t-testand ANOVA 0.05 level of significance. Cohen’s d effect size value was calculated. The results of the study indicated that there was significant effect of flipped classroom strategy on the performance of prospective teachers after treatment. Results of the study revealed that learning environment of flipped classroom was conducive and cooperative as compare to non-flipped classroom. The results revealed that the males and females prospective teachers of experimental group performed better than the males and females of control group. It was recommended that flipped classroom strategy should be included in the curriculum of teacher training programs in order to train the future teachers.