: Flipped classroom teaching, as a new approach, increases students' active participation in the learning process. The present study aimed to investigate the effectiveness of the flipped classroom on academic stress, academic enthusiasm, and academic identity of female students in the first course of secondary school in Yazd District 2. The research method was a quasi-experimental type with pre-test, post-test with experimental and control groups. The population of this study was all female students in the first course of secondary school in Yazd District 2, of whom 30 were selected using the convenience sampling method and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tools used to collect data were the Vaz and Isaacson's (2008) Academic Identity Questionnaire, Fredericks, Blumenfeld, and Paris' (2004) Academic Enthusiasm Questionnaire, and Lakau's (2009) Academic Stress Questionnaire. The flipped classroom was implemented virtually by the researcher for the experimental group in 9 sessions, twice a week. Examining the hypotheses through analysis of covariance (significance level 0.05) showed that the flipped classroom has an effect on and improves the academic stress, academic enthusiasm, and academic identity of female students in the first course of secondary school in Yazd District 2. These findings indicate the need to pay attention to the flipped classroom in order to improve the quality of learning and reduce academic challenges in educational environments. Therefore, it is recommended that schools and teachers implement the flipped classroom in their curricula and pay more attention to increasing student interaction and participation in the learning process.