This master thesis discusses the pedagogical concept of the Flipped Classroom. In the Flipped Classroom, classic student activities have been replaced; the tasks that students mostly dealt with at home become a central part of teaching in the Flipped Classroom, and at home students prepare for the lesson. In the initial part, the concept will be presented and the tasks of the Flipped Classroom will be explained. This concept is largely related to the use of technology, so students in the Flipped Classroom often have a lot of useful web tools that help them solve tasks in a different way, help them synthesize ideas or encourage them to (co) create new content. One of the main goals of the Flipped Classroom is to encourage responsibility for one's own learning, while in teaching the Flipped Classroom aims to provide sufficient time and conditions for research and problem-based teaching, group work and collaborative learning. Also, the teacher moves from the central position during the lesson and the teacher's lecture part is significantly reduced. The teacher in Flipped Classroom is the motivator and organizer, the help to the students and the person who is responsible for creating the conditions and provides the materials for active learning. In the central part of the paper, an insight is given into the results of previous research on the application of the concept in schools and higher education in the world. In order to provide a framework for the implementation of the Flipped Classroom in Croatian language teaching, useful web tools and their possible role in the Flipped Classroom and the tasks envisaged for working in them are described. Also, the role of collaborative learning in the application of the concept in Croatian language teaching is described. The aim of this paper is to present the possibilities and results of the application of the pedagogical concept of the Flipped Classroom and its application in the teaching of the Croatian language.