Given the absence of critical thinking among sixth graders taking the “Thinking and Research” course, it was thought that perhaps flipped learning could help remedy the problem. To this end, a cluster sample of 40 sixth graders was initially given a questionnaire to measure the students’ critical thinking before randomly being placed in two groups of equal size, one of which went through 8 sessions of their taken course using flipped learning approach. The critical thinking questionnaire was given to both groups afterwards and the collected data analyzed. Results show that the experimental group’s critical thinking indices improved following the experience with flipped learning approach, as they showed more signs of engagement, creativity, and cognitive maturity.