This paper presents the results of a 14 week case study that looks into students’ perception of effectiveness of a technology oriented teaching mode namely: the flipped classroom. In such classrooms the process of knowledge dissemination (teacher instruction) happens through computer-based individualized instruction by which recorded sessions are placed online for students to watch at home. Class time, on the other hand, is reserved for hands-on, student-centered, problem solving activities. Flipping traditional instructional design (receiving teacher instruction at home and doing application activities in class) ensures that students get the necessary instructor scaffolding while carrying out application activities needed for knowledge assimilation. Despite the general positive tone regarding the use of flipped classes, some teachers criticize it indicating that limiting the process of imparting knowledge to short, out of class recorded lectures could limit student-student and student-teacher interaction necessary for tuning teacher instruction to students’ current level (Mcknight, Mcknight & Arfstorm, 2013). This should have detrimental effects on learners’ perception of effectiveness of such classes especially those with limited background about targeted topic. In an attempt to detect whether such fears are well grounded, this paper presents a study conducted in an AFL language teaching methodology course where students’ background about targeted topic (language teaching) vary from extensive to none. By using three data gathering instruments (open-ended questions, a questionnaire, and a semi-structured interview) to fulfill triangulation of results, the study attempts to answer the following questions: - What are students’ perceptions about benefits/ challenges of learning in flipped classrooms? What are the reasons they provide for holding such perceptions? - Do students with variant levels of knowledge about targeted topic reveal variance in their perception of the benefits/challenges of learning in flipped classrooms? - What are recommendations students make to optimize learning in flipped classes? Despite the limited number of subjects participating in this study (six subjects), its descriptive nature helps provide rich information about the class, planning and implementation of instruction, types of activities used, student perceptions and the factors that affect them (age, background knowledge, needs, how tasks are performed etc.) . It also highlights the interplay between variance in learners’ background and mentioned factors in shaping students’ perception of their learning experience and means of enhancing it. By making the above clear, this study draws teachers’ and researchers’ attention to factors that could impact the effectiveness of this teaching mode and means of dealing with them.