The purpose of this study was to investigate the effect of the Flipped Classroom (FC) approach on Tourism English learning. For the study, 93 students in a Tourism English (TE) course were encouraged to participate in the FC activities, designed by the PARTNER (Preparation, Assessment, Relevance, Team activity, Nub lecture, Evaluation and Reflection) model. A quasi-experiment was conducted for 15-weeks of a semester, and the effectiveness of the FC activities on the TE learning was analyzed in accordance with the course satisfaction, problem-solving skill, and collective efficacy. The problem-solving skill survey was designed to measure the cause analysis, alternative development, practice, and assessment, while the collective efficacy survey comprised items related to fostering leadership, exchanging ideas, evaluating ideas, and integrating ideas. In the findings, the FC activities showed the positive effect on the development of the problem-solving skills, collective efficacy, and course satisfaction. The pedagogical implications are discussed in terms of the FC activities on Tourism English learning in this study.