The present study aimed to examine the impact of the flipped classroom on the development of the Arabic speaking skills of the seventh-grade students. In addition, the study sought to examine students' perceptions of learning via the flipped classroom. The sample consisted of 148 students who were chosen by using the convenience sampling method and were distributed randomly into a control group and an experimental group. The control group was taught using the traditional teaching method, while the experimental group was taught by the flipped classroom approach. A speaking test and semi-structured focus group interviews were employed. Results revealed that there was a statistically significant difference in the Arabic speaking skills performance between the two groups, in favor of the experimental group. Findings also showed that among the experimental group, there was a statistically significant difference in the speaking skills performance, ascribed to gender, in favor of female students. Furthermore, the study found that the students held positive perceptions of the flipped classroom.