The present study was to investigate the effectiveness of the flipped classroom teaching method in academic self-efficiency, Passion for education and achievement among the girl students of Farhangyan University, Ahvaz, Iran. Tapping the analysis of covariance for this purpose, a quasi-experimental research design with a control group was implemented. The statistical population comprised of all the girl students of Farhangiyan University, Ahvaz, Iran, of whom 85 individuals were initially selected via purposive sampling. experimental (n=43 people) and control (n=42). The research tools were the Morgan-Jinks Student Efficacy Scale (MJSES) and the researcher-made Academic Achievement Questionnaire (AAQ). The experimental group attended 16 weekly 90-minute sessions based on the flipped classroom teaching method, but the control group did not receive this instructional strategy. To analyze the data, an inferential statistical method, viz., multivariate analysis of covariance (MANCOVA), was recruited. The statistical analyses were further performed using the IBM SPSS Statistics v.25 software package. The study results revealed that the flipped classroom teaching method could boost academic self-efficacy, Passion for education and achievement among students. Moreover, applying a model established on the flipped classroom teaching method during student teacher training programs can help improve their professional competencies and improve their educational status and self-efficacy.