This research sought to determine the effectiveness of flipped classroom in developing listening comprehension skills for preparatory stage students. They were equally divided into an experimental and another control group and the quasi-experimental pretest- posttest design was used. Both groups were pretested, and post tested on the EFL Listening Comprehension Test, scored by two raters according to the rubric developed by the researcher. Participants of the experimental group were taught the suggested program based on the flipped classroom. The statistical analysis of the participants' results on the post administration of the EFL Listening Comprehension Test showed that the experimental group outperformed the control one on the post administration of the test. The Flipped Classroom had a large effect size and the experimental group students developed their information search skills as well as their Listening Comprehension Skills.