This paper reports on a study that investigated whether a flipped classroom approach enhanced perceptions of levels of engagement and skill performance among students enrolled in a Blackboard course at a Saudi university. Fifty‐eight participants were divided into control and experimental groups, which were taught using a traditional and a flipped approach respectively. To determine the effect of the approach on participants' perceived levels of engagement and skill performance, questionnaires were administered and student performance was examined in terms of quantitative descriptive analysis. The results revealed that participants in the experimental group were more active and engaged compared with those in the control group. In terms of classroom engagement specifically, participants in the experimental group exhibited greater behavioral and emotional engagement. Through the flipped approach, participants were able to study course content at home first, thereby preparing themselves to participate in relevant class activities, pose questions and engage in problem solving with peers. In addition, unlike in a traditional lecture, the instructor was able to move freely through the classroom, providing direct assistance to participants on a case‐by‐case basis.