A flipped classroom strategy is a teaching and learning strategy that had showed an increase in interest among educators from post-secondary to elementary educators. Flipped classrooms integrate technology as a resource where students can access lessons outside of the classroom. Instructional materials such as videos and podcasts are created, gathered, and distributed by the classroom teacher before the formal instruction of class skills. Students interact and view materials/lessons, so they are building upon their prior knowledge. This applied dissertation research was designed to address flipped classroom strategies in a fifth-grade mathematics class utilizing quantitative research design. The researcher wanted to determine if implementing flipped classroom strategies would improve students' academic growth. This quantitative study also investigated whether there would be gender differences in the pretest and posttest after implementing the flipped classroom. The researcher used previously collected data from the participating school's 2019-2020 school year from NWEA MAP (fall and winter) assessments. The data from 78 students, 32 male and 46 female, were analyzed. There were 18 weeks between the two assessment periods, where teachers implemented flipped classroom strategies. The results from the simple t-tests for this study indicated a statistical difference between the fall NWEA MAP assessment (preflipped) compared to the winter NWEA MAP assessment (postflipped). They did not have a significant gender difference between male and female students but did show a significant increase with overall academic achievement for 5th-grade students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]