This study analyzes the effects of the use of adapted flipped classroom approach on the programming success, attitudes, and self-efficacy of the students in learning programming. The study was conducted in the 2016-2017 fall semester with freshman students in Introduction to Programming and Algorithm course in the Software Engineering Department of a university in Turkey. The sample of the study consists of 46 students taking this course for the first time. The quasi-experimental research method was used in the study. One group pretest-posttest design was employed, and quantitative data were obtained from the students. The scale of attitude toward computer programming, computer programming self-efficacy scale, computer programming success test, and practice control chart were used as data collection tools. The study results show that the use of this approach in programming learning has a positive effect on the students' programming success and programming self-efficacy while it does not affect their attitudes toward programming. Additionally, it is concluded that there is a highly positive relationship between the numbers of students' fulfilling the programming tasks and their programming success. Another conclusion of the study is that there is a positive relationship at a medium level between the numbers of students' fulfilling the programming tasks and programming self-efficacy and their attitudes toward programming. Considering the study results as a whole, it is seen that flipped classroom approach can be adapted to teach programming.