Student-centred teaching and learning methods are favoured for promoting active and collaborative learning. In the flipped classroom approach, student-centred teaching and learning are the focus in the learning process. The approach has been gaining attention from educators at all levels worldwide. The present study was aimed at exploring Malaysian primary ESL (English as a Second Language) teachers’ perceptions of the implementation of flipped classroom. The study used the mixed method design, a Likert-scale questionnaire and an open-ended question. This research employed a whole population sample, which consisted of primary ESL teachers in a rural area in Malaysia. The findings showed that the teachers have positive perceptions of the flipped classroom approach as well as some concerns regarding its implementation, such as the availability of ICT (information and communications technology) gadgets and Internet connection in rural areas. Teachers’ perceptions of flipped classrooms can be used to make suggestions or give ideas to the authorities for improving the infrastructure in rural areas to help teachers and students. It is recommended that future studies be carried out with a larger and more diverse population to gather a more detailed picture of Malaysian teachers’ perceptions of the flipped classroom approach.