The aim of this study was to compare a cooperative flipped learning method with an individual flipped learning method in a biochemistry course. In a quasi-experiment, convenience sampling was employed to select 61 biochemistry students, who were then randomly divided into three groups. The experimental groups were trained separately using the cooperative flipped learning and individual flipped learning methods in seven sessions. The control group was trained using the conventional method. The groups were given teacher-made academic achievement tests, used as pretest and posttest. The ANCOVA test was employed to analyze data. According to the results, the cooperative flipped learning method improved academic performance more than the individual flipped learning method in the posttest scores. The results also indicated that the flipped learning implementation both outside and inside the classroom has effects on learning. In fact, the optimal implementation of flipped learning improves in-depth learning to solve problems and carry out experiments in a biochemistry course.