Globally, the flipped classroom strategy has emerged as an innovative and transformative approach to teaching and learning, aimed at promoting active student engagement and improving academic outcomes, particularly in Physics education. Despite its increasing adoption worldwide, the effectiveness of this approach in resource-constrained settings like rural Kenya remains underexplored. This study examined the effect of the flipped classroom strategy on students’ achievement in Physics among secondary school learners in Kauma Sub-County, Kilifi County, Kenya. The rationale for the study stems from the persistent low performance in Physics in the region, calling for alternative pedagogical approaches that can enhance conceptual understanding and learner motivation. A quasi-experimental research design was employed, comparing an experimental group exposed to the flipped classroom strategy with a control group taught through conventional methods. Data were collected using pre-tests and post-tests to assess achievement levels. These results suggest that the flipped classroom strategy enhances conceptual understanding and active learning, offering a promising approach to improving Physics education in Kenyan secondary schools. The study recommends the integration of flipped learning approaches into teacher training and classroom instruction to advance quality education in science subjects.