Objective. To assess final-year pharmacy students' performance and evaluate their experience in a "flipped exam" versus a "traditional exam" for an advanced clinical pharmacy course.Methods. The students devised the multiple choice questions that comprised the flipped exam. Biggs revised 2-factor Study Process Questionnaire was administered before and after the exam to assess any possible changes in the students' perceptions of their level of engagement in the learning process. Focus groups discussions were also conducted to further gauge the students' feedback and insights into the flipped examination experience.Results. Changes in mean total study process scores, at the deep and surface levels of learning, were statistically significant. The flipped exam experience was enjoyable, facilitated a less-stressful learning environment, and improved the students' learning satisfaction, knowledge, and assessment marks. Conclusion. The flipped exam model represents an innovative instructional approach that, ifpedagogically designed and implemented, could potentially bring about significant educational gains.