Flipped instruction is quite new in language education, but it is growing rapidly in popularity (Bergmann & Sams, 2012) to help teachers maximize the time for students’ practices. Although a number of studies have concluded the positive effects of flipped classroom in teaching content subjects, little research has been done to examine its effects in language teaching and learning. This current study is; therefore, an attempt to investigate non-majored English students’ perceptions of this alternative teaching method utilizing Facebook as a platform to deliver learning material. The data are collected through a mixed method approach using two main tools e.g. questionnaires, and in-depth interviews. The results show that the students have considerably positive perceptions towards the flipped model and the Facebook platform in all aspects investigated. Given positive results, the flipped classroom via Facebook platform could be a potential dimension considered for language teaching and learning in EFL contexts.