Introduction: Emerging education methods offer significant advantages over traditional teaching approaches, supported by students' feedback, which serves as a foundation for their development and advancement in the ongoing educational journey. Purpose: To examine nursing students’ opinions about a pharmacology course taught in a flipped classroom (FC) setting at King Abdulaziz University and its impact on their learning outcomes when compared to the traditional classroom model. Design & Methods: The current study drew on a locally administered questionnaire of twenty closed-ended Likert items to examine students’ opinions about the flipped classroom approach adopted for the delivery of a pharmacology course to third-year nursing students. The students were randomly divided into a control group (traditional class, N=55) and an experimental group (flipped class, N=61). A post-test was conducted for both groups to compare students’ performance and learning outcomes. Results: Scoring was performed in five areas: instructor, time adequacy, learning materials, learning environment, and understanding. A statistically insignificant difference (P =0.07) was noted by comparing the mean scores of a post-test assessment of the two groups. Conclusion: This study demonstrates that the use of the flipped classroom approach for teaching pharmacology lessons meets with some students’ satisfaction. This proposed study adds evidence to the current literature that, whenever the conditions of FC are properly set, the flipped classroom will have the potential to increase the range of student learning experiences with no detriment to outcomes.