This paper investigates whether the flipped classroom method is a successful approach to the development of students’ writing abilities, and how teachers can set about applying this method to their teaching. Collecting data from four databases and narrowing it down to six articles and one dissertation on the subject formed the answers to the two research questions asked. The result of these seven studies are presented in the paper and shows that the flipped approach is more effective than the traditional tutoring and lecture-based classroom because it is more time efficient. Furthermore, it allows for more in-class time and active learning, as well as allowing teachers to provide students with individualized feedback. The participation students in the studies that were taught using the flipped method developed their writing skills at a faster rate than the ones who were taught using traditional classroom methods. As grammar and vocabulary are essential parts of writing ability studies on the development of these skills have been included as well as studies on teaching writing using the flipped approach.