This study aimed to investigate the lived experience of students in a computer application classroom through the flipped teaching method using a phenomenological approach. The research field was the computer application classroom during the 2017-2018 academic semester at Bu-Ali Sina University. The participants in this study were undergraduate students in the field of educational sciences who had completed the computer application classroom using the flipped teaching method. In this study, purposive sampling was used because of its qualitative nature, and semi-structured interviews were used to collect data. The initial interview questions were designed according to theoretical foundations and expert professors’ opinions. In the process of data collection, the questions for the next interview were modified after analyzing the data from each interview. The theoretical saturation of the interviews was achieved with 25 participants. The interview data in this study were analyzed using the Collaizi descriptive analysis method. The research data were coded and categorized. The categories resulting from the research included 9 categories and 26 subcategories that emerged from the matching of the categories resulting from the analysis of the interviews conducted with the students. The categories related to the benefits of the flipped teaching method include increased self-confidence in learners, a sense of up-to-date nature of the teaching method, active teacher presence, control over educational content, and time management. The challenges of the flipped teaching method include difficulty in accepting it, the need for greater teacher supervision and management, and the need for more comprehensive content, technical problems, and lack of facilities.