The flipped classroom is an active learning strategy in which what normally is done at home is flipped or switched with what is done during the classroom time. The objective of this work was to use the flipped classroom for the students learning improvement in the Pharmaceutical Quantitative Analysis Laboratory at the Pharmacy Faculty of the Universidad de Costa Rica. For this purpose, students were divide in groups, and a laboratory practice with its respective support material was assigned to each one. This information was explained to each member of the group, as well as other aspects that were considered pertinent. At the end of the groups’ presentations, a survey was given for the evaluation of each student about this didactic strategy. In this experience, from the total enrolled population, 94.23% approved the course. As a complement, the students’ opinion revealed that for 86.54% of the didactic strategy improved their academic performance and/or learning process. This positive impact was due to the contents explanation by their peers, the learning deepening to teach the lesson in the best possible way, having the study material since the course beginning, and the acquisition of tools and/or skills necessary to make public presentations. Nevertheless, the most frequent negative comments were that there is no difference between this flipped classroom and traditional lectures. In addition, the complexity found for the class preparation was not well received.