Currently, many institutions of higher education are committed to the application of the flipped classroom to improve educational practices and benefit all members of their institutions in online teaching. According to the researchers’ preliminary inquiry, the use of the flipped classroom approach has not yet been fully exploited by educators. Thus, the study responds to the attempt to establish the degree of relationship of the flipped classroom with English language learning. The research was of a non-experimental, descriptive, and correlational design and was carried out with a sample of 140 students from a national university in Peru. For data collection, a questionnaire and a test were applied, which were previously validated according to the objectives of the study. The results indicate the existence of a significant correlation between learning strategies and reading comprehension, with the significance value obtained being r = 0.426, (p-value < 0.005). In conclusion, there is a significant relationship between the variables flipped classroom and English learning.