The purpose of this exploratory study is to examine ELF preservice teachers' perceptions of and experiences with flipped learning. Thirty preservice teachers participated in a survey, and 15 of them agreed to interviews in this study. For data analysis, survey responses were first analyzed using descriptive statistics. Then, the interviews were analyzed through thematic analysis, which is a useful way of exploring recurring themes and patterns in qualitative data analysis. The findings revealed that the preservice teachers considered flipped learning extremely useful and effective for self-regulation and autonomy. They also discussed affordances and challenges with flipped learning. In terms of the online sessions for previewing, however, they perceived the need for instant feedback from instructors and interactions with colleagues. Lastly, the preservice teachers argued that the online sessions before the class should be closely connected to the actual classroom learning. Pedagogical implications are also discussed in this study.