To explore the effectiveness of using flipped classroom approach, a group of 40 male 10th graders in the city of Babol, selected randomly through cluster sampling, was assigned to two classes one of which was taught using the said approach while in the other the traditional method was implemented. Both groups were pre- and post-tested on computer self-efficacy and classroom perception and then taught, for duration of one semester, the content of a textbook on installation and operation of computer systems. Data analyses revealed that the Flipped Classroom Approach significantly improves both the computer self-efficacy and classroom perception in students.