This theoretical study explores the flipped classroom concept as an innovative teaching method within higher education. The main aim is to present the benefits and limits of implementing the flipped classroom in the Czech higher educational context. The authors evaluate problematic areas of implementing the flipped classroom based on a content analysis of research studies from selected European countries and specify possible bottlenecks affecting its implementation in the Czech university environment. Referring to the results, the flipped classroom concept promotes student-centred learning, the activation and development of students’ competence to learn, but its effective implementation in the university environment is contextually conditioned.