Objective: To assess the effectiveness of flipped classroom on dermatology residents' learning of procedural skills, and to identify their perceptions about it. Methods: The case-control study was conducted at Dermatology department of Pak Emirates Military and Combined Military Hospital Rawalpindi from 1/3/2018 to 2/7/2018, and comprised post-graduate dermatology residents training at Pak Emirates Military and Combined Military Hospital, Rawalpindi, Pakistan. The residents were randomised into two equal groups. A pre-test consisting of multiple-choice questions was taken. Group A was emailed the related teaching material 1 week prior to the session. The in the subsequent week, both groups attended a 3-hour hands-on training session. In the first hour, Group A had small group discussion, while Group B attended interactive lecture utilising the same teaching material that was posted to Group A earlier. Both groups then participated in hands-on session with the same facilitators. The process was repeated next week for another topic. Finally, a post-test comprising multiple-choice questions and objectively structured clinical exam at 16 stations was conducted. Group A answered the flipped classroom perception instrument and three open-ended questions. Quantitative data was analysed using SPSS 21, while manual thematic analysis was done for qualitative data. Results: Of the 40 subjects, there were 40(50%) in each of the two groups. There was a significant difference between median pre-test and post-test scores in both groups (p<0.001).. With respect to objectively structured clinical exam, the median score of Group A was significantly different from Group B (p=0.001). Conclusion: Flipped classroom was found to be an effective teaching strategy for procedural skills in dermatology residents.