The need for continuous improvement in higher education teaching has increased focus on active learning strategies, especially in STEM fields. Engineering Drawing, a core skill for engineering students, demands intensive practice of the concepts learned. Therefore, due to higher student participation and peer-to-peer discussions in traditional lecture-based classrooms compared to those in flipped classrooms, this study assesses the impact of implementing the flipped classroom approach in an introductory engineering drawing course for undergraduate female students at King Abdulaziz University. To evaluate the effectiveness of the flipped classroom, a mixed-methods approach was employed, including Likert-scale surveys, classroom observations, and an assessment of a course project. The survey questions were grouped into six main categories. Cronbach’s alpha measured the survey's internal consistency, with scores from 0.636 to 0.858, indicating acceptable to good reliability for most themes. For the course project, student groups applied their drawing skills to convert CAD models into functional, 3D-printed physical models. Results showed strong agreement across all categories, with Collaboration & Interaction (M = 4.79/5) and Preparedness & Adaptability (M = 4.74/5) scoring the highest. The course project, for the first time, led to a successful university exhibition titled “Design and Manufacturing in 3D Printing,” and demonstrated students’ ability to combine theory with practical skills. Observations revealed increased student engagement, peer support, teamwork, and self-directed learning behaviors. Overall, these findings suggest that the flipped classroom approach can be an effective and scalable teaching method for technical subjects.