This study investigated the level of awareness of flipped learning strategy as one of the suitable pedagogy for next generation learners by Obafemi Awolowo University pre-service teachers. It determined their perceptions of flipped learning strategy, and also, examined if the pre-service teachers possess prerequisite skills for implementing flipped learning strategy. The study employed descriptive survey research design. The population of the study comprised all the 2,423 pre-service undergraduate teachers at the university. Two hundred pre-service teachers were drawn using multistage sampling techniques. Pre-service teachers’ awareness of flipped classroom was used for data gathering. The instrument consisted of four sections, ‘A, B, C & D’. Section A consisted of demographic variables, while section B elicited information on the awareness of flipped learning strategy, section C measured the required skills in the use of flipped learning strategy and section D gathered information on the perception of the pre-service teachers to flipped learning strategy. Analysis of the results showed that, 57.00% of the pre-service teachers had moderate awareness of flipped learning strategies, they also had good perception of flipped learning strategy (76.83%; cumulative mean = 3.07). The pre-service teachers lack requisite skills required for effective implementation of flip learning strategy.