The present study aimed to investigate the effectiveness of flipped learning approach on self-directed learning and intrinsic motivation of second grade of elementary school students. This study was applied in terms of purpose and semi-experimental in terms of methodology with a pre-test and post-test design with a control group. The statistical population included 12,688 second-year elementary school students in District 15 of Tehran in the academic year 1403-1404. 86 people were randomly assigned to two experimental and control groups. The experimental group received flipped learning training for 10 weeks, while the control group received traditional training. 20 students were randomly selected from each group. The study included the Williamson (2007) standard questionnaire on self-directed learning and Lepper's (2005) achievement motivation. The results showed that after controlling for the pre-test effect, there was a significant difference between the experimental and control groups in terms of the variables of self-directed learning (F=4.952, p=0.047) and intrinsic motivation (F=5.844, p=0.021). In other words, education with the flipped learning approach significantly led to an 18% improvement in self-directed learning ability and a 32% increase in intrinsic motivation in the experimental group. According to the research findings, the use of this educational approach can be considered as an effective strategy in improving the quality of education and developing learners in the elementary school.