Flipped classroom is a student-centered method which provides instructional material prior to the class, while during class time, students involve in active learning. This study aimed at investigating the effectiveness of the implementation of flipped classroom, among undergraduate students in a first year mathematic subject in a Peruvian university. The structure of this implementation included videos and lecture notes related to calculus concepts such as limits and derivatives of functions of a real variable, in addition, there were supplied calculus solved problems and questionnaires online. A quasiexperimental study was carried out with an experimental group with the flipped classroom strategy and a control group with a traditional class model (25 experimental, 27 control). The findings revealed a statistically significant difference in calculus concepts skills grades between these two groups of students. Students from flipped classroom achieved significantly higher calculus assessments scores in comparison to traditional class.