Flipped classroom is an approach that uses technology-support instruction to deliver content pre-class in order to maximise student-centered learning and problem-solving skills during class time. The concept is emerging as a feasible approach and is having a positive impact on students learning outcomes and improves information retention. Some developed countries such as United States of America, China, Australia and Canada have implemented this instructional approach to reform their educational system. Despite the positive impact of the flipped classroom instruction, the challenge remains for many high school teachers in developing countries to embrace this new paradigm. This situation raises legitimate concerns that need to be addressed. Therefore, this paper examines the existing literature that offer evidence-based of flipped classroom implementation challenges and proposes a practical alternative model for high schools in the developing countries. The proposed model provides teachers and students who face difficulties concerning internet access, video production, and equipment costs with an easy strategy to adopt flipped classroom instructional method. This study contributes to the high school curriculum deve