One of the most recent developments in technology enhanced method in teaching and learning is a method called flipped learning. It is an approach where the traditional one-way lecture is flipped to make room for active learning opportunities where educators shift learning into the individual learning space facilitated by technology. This study investigates the success factors of flipped learning approach in enhancing students’ communication and critical thinking skills in Tunku Puteri Intan Safinaz School of Accounting (TISSA), Universiti Utara Malaysia. The study involved 49 students from BKAL1013 Business Accounting Group O class from the first semester of 2016/2017. The objective of this study is to examine how the use of flipped learning can help to improve communication and critical thinking skills in problem solving among students taking the accounting subject. From this study, the results showed that students’ motivation and educator’s fragment are two important success factors of flipped learning approach. Students’ motivation increases with the use of internet and technology. Results also reveal that the expectations of the educator must be clearly clarified so that the students understand their roles well. Maintaining engagement is related to good instruction. Good instruction ensures the abilities to read strategically, to communicate clearly in writing or during a presentation, and to think critically about content provided.