Background: safe medication administration is one of the basic important nursing skills that necessitate selecting effective educational methods. The flipped teaching strategy is one of the active learning approaches that encourage students' problem-solving skills needed for safe medication administration. Objective: examine the effectiveness of flipped classroom approach on safe medication administration learning skills among nursing students. Methods: A quasiexperimental design was applied with pre-and post-test assessments in the study and control groups. Sample: A convenience sample of 183 student nurses at one of the Nursing schools affiliated with a private university in Cairo. The tools: three tools were used in data collection; an interview questionnaire; Pre & post-test; and an observational checklist for safe medication administration. Results:The mean age of the control and study group was 19.70 ± 0.73, 19.55 ± 0.60 with no significant statistical difference as the two groups were homogenous. The current study results revealed that the total means of post-knowledge and practices score (20.04±2.0 -29±1.3) of students who learned safe medication administration by flipped learning approach were higher than students who learned by the standard learning method (16.82±2.6, 27.7±1.3) with highly significant statistical differences between the two groups (P=0.0001). Conclusion: flipped learning approach had a positive effect on increasing students' knowledge and practice mean scores than the standard teaching approach. Recommendation: replicating flipped classroom study in other practical nursing courses and involve the flipped learning strategy as a teaching method in the nursing curricula