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Objective To explore how video learning strategies influence students’ Flipped learning (FL) achievement, deep approach to learning (DAL) and lifelong learning (LL) orientations and how DAL and LL can be promoted. Methods Data were collected from 65 dental students enrolled in a 21‐week clinical periodontology course. Partial least squares structural equation modeling was conducted to investigate factors and pathways affecting FL achievement, DAL, and LL. Results FL achievement was predicted by repeated and in‐advance video learning strategies. In‐advance, meticulous, and expanded video learning strategies directly influenced DAL, and indirectly influenced LL via DAL. LL was not affected by any of the video learning strategies but by the DAL. Conclusion This study implies that mere implementation of FL may not guarantee more developed DAL and enhanced LL. Redesigning a course with FL should entail revisiting and revising student assessment. LL is an inclusive approach that requires the long‐term cultivation of meaning, experience, insight, learning, and practice.