Over the last half a century and particularly, in the current decades, teaching learning has been enduring radical changes. There has been a swing towards student centred classrooms with teacher’s role more as catalyst of learning rather than a despotic master. The purpose of this study was to examine the efficacy of traditional and flipped Learning Approaches for B.Ed Students. To examine the benefits, shortcomings, perceptions, and academic results of the flipped classroom model while using technology as a supporting tool. A traditional B.Ed IInd year course (Code 216: Guidance & Counselling) was “flipped” so that direct instruction occurred prior to class time. Classroom instruction being the independent variable with two levels, traditional and flipped; whereas, Students’ academic achievements, Assignment and Field work activities submitted for internal assessment by pupil teachers are the dependent variables. The cognitive level of questions asked by pupil teachers and teacher educators during class serves as a dependent variable that will gauge the level of student cognition. Perceptions of course format serve as a dependent variable that will provide insight into teacher and student preferences of learning method. A Sample of 49 students was randomly asked to opt for Flipped or Traditional Class instructions. Pre-test Post-test quasi experimental design was used and SPSS was used to analyse the data. The results of study indicated that the use of the flipped Learning Approach was successful. Students appreciated the flexibility of the learning at their own pace and the value of interactive face-to-face class discussions. Not only did they prefer Flipped learning but their academic achievements were significantly better than those being taught by Traditional Approach.