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In the past, when a man intends to do something, he used to consult wise men or counselors, and in their absence, he could at least consult his grandfather, his grandmother, or an old man from the village in order to benefit from their experience. Then, books appeared as a substitution that served to preserve knowledge over the years. Subsequently, internet emerged to replace all and to provide refuge to anyone who faces a problem or a difficulty. In this manner, traditional teaching was based on lectures presented by the teacher to students who deepen what they learn using references specified by the teacher. However, the development of technology nowadays has reversed the situation by changing teaching and converting the classroom into flipped classroom. Traditional teaching is not convenient for the new generation, as technology has become obligatory to ensure attractive and interesting educational environment to students and to motivate them to study and research. Considering the necessity of using flipped teaching in the digital era, I thought carefully to study its characteristics and the possibility of using it in consecutive interpreting; adopting a descriptive analytic methodology. Training on consecutive interpreting is necessary, as the planned hours in the annual program are not sufficient to enable the student to become a skilled interpreter who masters consecutive interpreting. Therefore, the student must practice many activities individually outside the classroom. In traditional teaching, consecutive interpreting teacher seeks, inside the classroom, to provide the student with principles of note taking and how to apply it in consecutive interpreting activities. However, in flipped classroom, the teacher seeks the same objective specifying different activities; some performed outside the classroom and others inside it. In addition, he adheres to make students learn the content outside via readings, videos, audio files…using computers or smart phones… the allotted time inside the classroom is devoted to concentrate on problem solving through discussion, interaction, practical training and answering students’ questions they have written while studying the content outside the classroom. With the appearance of flipped classroom, instructional videos were the first tools that have been used. Then, in order to cope with the widespread existence of tablets, phones and devices which appear and develop due to the progress of technology, as well as with its excessive use by students, the teacher became obliged to insert it in the flipped classroom and to use instructional digital games, instructional social networks, phone applications and programs, and instructional electronic platforms such as Khan Academy and interactive competitions like Kahoot program. In consecutive interpreting; phone applications, videos and interactive competitions can be used to teach principles of note taking. Furthermore, videos of political speeches for instance can be used to train the student on consecutive interpreting and how to apply principles of note taking once or many times on the same speech. Thus, in flipped learning, each student works according to his abilities and intelligence, besides he can learn the content when he is ready and concentrating as concentration is necessary in consecutive interpreting.