With the advancement of technology, technology has become a significant change agent in all aspects of our lives. These continuous technological advancements prompted educators to investigate the application of new technologies in students' learning process. In particular, the "Flipped Classroom" approach drew a lot of attention. Because the "Flipped Classroom" approach is a newly emerging concept, related research is still insufficient. This paper reviews literature and recent evidence supporting use of the "Flipped Classroom" approach in education. The paper aims to present the characteristics of the "Flipped Classroom" approach. In addition, the paper proposes the challenges of implementing the "Flipped Classroom" approach in Taiwan. Suggestions are also provided.