Background: Recent advances in technology have unlocked entirely new directions for education research. Educators have been working to break the lecture centered instruction model by shifting the focus from the curriculum pacing guide to student learning needs such as flipped learning i.e. shifting direct learning instructional outside the group learning space to the individual learning space. Material and Methods: A quasi experimental (non-randomized Pretest-Posttest control group) design was used to assess the efficacy of flipped classroom method with traditional teaching method on student nurses’ performance. Total 73 nursing students of a nursing college were divided into two groups- Group A (traditional teaching method) and Group B (flipped classroom method). Both the groups were taught the same topic. The knowledge of students was assessed for immediate (posttest) and retention memory i.e. 7 days after teaching. The data was collected by self-report method. Results: Findings revealed that the mean score of Group A (Traditional teaching method) was lower than the mean score of Group B (Flipped classroom method) in the Post test (immediate) i.e. 16.65 ± 3.36 vs. 18.58 ± 3.38 (t71 = 2.93, p<0.05). The mean score of the Group A (traditional teaching method) was lower than Group B (Flipped classroom method) in Posttest retention i.e. (14.69 ± 3.47 vs. 17.68 ± 3.12 p=0.00). Conclusion: The study concluded that flipped classroom method has better results on student nurses’ performance as compared to traditional teaching method. Keywords: Flipped vs Traditional teaching method; Student nurses’ performance.