This article aims to analyze the importance of the Flipped Classroom in History teaching, with the intention of awakening the interest of teachers in the implementation of this teaching modality. In this sense, a bibliographic systematization was developed based on the hermeneutic methods, documentary analysis and content analysis. Among the main findings, its importance in the implementation in History classes is given by facilitating student autonomy, favoring responsibility in their own learning process, and greater active participation in addressing the subject content.