Objective: By applying flipped classroom strategy which enhances students' autonomous learning efficiency in college dance courses, their learning performances can be improved. Methods: Three classes were assigned for autonomous learning flipped classroom, regular flipped classroom, and traditional teaching. The participant numbers were 47, 41, and 35 respectively, in a teaching experiment for 5 weeks. Results: Students' autonomous learning in flipped classroom improved dancing skill learning achievements and learning engagement significantly; moreover, students' mental needs, physiological needs, required time, extent of efforts, and levels of frustration were also increased. Conclusion: The strategy we present in the article has great potential for improving students' dancing skill and learning performance. However, when applying this module in the coming classes, it is essential to provide students more assistance to manage the frustration they face.