This study explored how the flipped classroom model promoted active learning among university-level English Foreign Language (EFL) students in an Islamic university setting in Aceh. The study analyzed the perspectives of five university level EFL students on the promotion of active learning through flipped learning models. This qualitative research used purposive sampling to obtain the data through interview. The results showed that flipped classes promote active learning by encouraging students to have positive opinions, be more active, independent, creative, and critical in addressing case problems. Most participants also reported-experiencing enhanced student engagement and satisfaction in teaching and learning activities. Flipped classrooms have the potential for increasing student motivation, and promoting learning outcomes. Students feel encouraged to understand the underlying rationale behind the information provided, and they can practice and apply themselves more successfully in all forms of learning.