Chemistry is a complex subject, understanding its concepts and principles require both visualization and intellectual comprehension. To get mastery into the subject it is crucial to investigate ways that improve knowledge comprehension and promote critical thinking. Teaching tools and methods can best fulfill these requirements. Here I have employed concept maps which play a dual role, serving as a visual guide for students to organize and connect information, also helping them monitor their progress towards achieving the intended learning outcomes. Additionally flipped classroom strategy is applied for active learning and to improve student performance. Thus the present study deals with integrating these two strategies and aimed to explore the pedagogical utility of concept map in flipped classroom on students’ performance through test, quizzes and feedback. 120 students participated in this study were divided into control group (60) studying with flipped classroom approach and experimental group (60) studying with concept map in flipped classroom. The data of learning outcomes were obtained from MCQ and subjective test showed that students in the experimental group outperformed their peers in the control group in terms of conceptual understanding, skills, and attitudes towards chemistry. Student’s feedbacks were collected regarding both student’s attitude and pedagogical utility of mixed approach. Statistical analysis of feedback showed that the students’ needs are best satisfied in this dynamic approach and help them to achieve knowledge, skill, mastery required for chemistry and improve examination outcome. The research highlighted the challenges need to be addressed to optimize its effectiveness in the classroom.