This qualitative study explored preservice teachers’ perceptions of flipped learning in the post COVID-19 era. Thirty EFL preservice teachers participated in survey research; fifteen of them joined the interviews in this study. For data analysis, survey data were analyzed along with descriptive statistics (e.g., means, standard deviation, and percentage). Then, thematic analysis was used to analyze the interview data. Thematic analysis is a useful way in exploring recurring themes and patterns in qualitative research. The findings revealed that the preservice teachers deeply considered flipped learning useful for self-regulation and autonomy. They also discussed the advantages and challenges of flipped learning. In terms of online sessions for previewing, however, they perceived the need for instant feedback from their professor and interactions with their colleagues. Lastly, the preservice teachers argued that the online sessions before the class should be closely connected to their learning in class. Pedagogical implications are also discussed in this study.