Background: Medical education is increasingly adopting innovative instructional strategies to address limitations of traditional lecture-based teaching. The flipped classroom model, which shifts content delivery outside the classroom and emphasizes active learning during class time, has emerged as a promising alternative. However, comparative evidence on its effectiveness and reception within specific institutional contexts remains limited. Objectives: This study aimed to compare the impact of flipped classrooms versus traditional lecture-based methods on student performance, engagement, and preparedness for clinical practice, as well as to evaluate student and educator perceptions of both approaches. Methods: A quasi-experimental crossover study was conducted among 120 first-year MBBS students at Government Medical College, Ongole, Andhra Pradesh. Participants were divided into two groups and exposed to both teaching methods across two phases. Knowledge retention was assessed using MCQ-based tests, while perceptions of effectiveness, engagement, and clinical preparedness were evaluated through structured surveys. Statistical analysis included paired t-tests for test scores and descriptive analysis for survey responses. Results: Students demonstrated significantly higher MCQ scores following flipped classroom sessions compared to traditional lectures in both phases (p< 0.001). Survey findings revealed greater perceived effectiveness, engagement, and preparedness for clinical practice with the flipped classroom approach among both students and educators. Despite increased preparation demands, overall acceptance of the flipped classroom was higher than that of traditional methods. Conclusion: The flipped classroom approach was found to be more effective and better received than traditional lecture-based teaching in undergraduate medical education. Its integration into medical curricula may enhance learning outcomes, engagement, and clinical preparedness, supporting a shift toward more student-centered pedagogies