Background: The flipped classroom strategy has a significant popularity in recent years and focuses on providing up-to-date materials prepared by teachers. It also expects students to engage with and understand the material before attending class, allow the student to present their materials, and encourage student participation in class. It also reinforces self-directed learning and helps them develop independence and responsibility for their learning in a relaxed, flexible environment. Objective: The study aimed to identify the impact of the flipped classroom on habits of mind and academic stress among nursing students. Setting: A quasi-experimental study was conducted in the nursing education department, faculty of Alexandria. Subjects: 80 study and control group nursing students who were registered for a health education course in the second semester of the academic year 2022-2023. They were randomly allocated into two equal groups: the study group and the control group, with 40 students for each. Tools: Two tools were used for data collection: the habits of mind scale and the academic stress scale. Results: revealed that there was an apparent improvement in the study group's scores compared to the control group regarding habits of mind and decreased academic stress after applying the flipped classroom. Thus, there was a statistically significant difference between the study and control groups after their participation in the intervention in favor of the study group. Conclusion: The flipped classroom strategy had a significant positive impact on developing students' habits of mind, thereby positively influencing their academic stress with the course and their understanding of the content. Recommendation: The study recommends that educational workshops be organized for the nurse educators in the nursing education department at the Faculty of Nursing at Alexandria University to increase their knowledge about the flipped classroom and its development.