Abstarct: This study investigated the effectiveness of the flipped classroom model in developing the oral communication skills of Iraqi undergraduate students majoring in English. Grounded in the persistent challenge of low oral proficiency among Iraqi EFL learners, which is often attributed to entrenched teacher-centered pedagogies, the research aimed to empirically test a learner-centered alternative. A quantitative quasi-experimental design was employed, involving 68 intermediate-level students from a public university in Baghdad. Participants were divided into an experimental group (n=34), which received instruction via an eight-week flipped classroom intervention involving pre-class video lectures and in-class communicative activities, and a control group (n=34), which continued with traditional teacher-centered instruction. Data were collected using a standardized oral communication pre-test and post-test, alongside a post-intervention attitude questionnaire for the experimental group. The findings revealed a statistically significant difference in post-test scores between the two groups, with the flipped classroom group outperforming the control group (t(66)=4.21, p<.001, Cohen’s d=1.02). While both groups showed significant within-group improvement from pre-test to post-test, the magnitude of gain was substantially larger for the experimental group. Furthermore, students in the flipped classroom reported positive attitudes, particularly regarding the model's perceived usefulness for speaking practice and its role in increasing engagement and motivation. The study concludes that the flipped classroom model is a significantly more effective pedagogical approach than traditional methods for developing oral communication skills in the Iraqi EFL context. It successfully reallocates class time to essential interactive practice, addresses the affective barrier of speaking anxiety, and is well-received by students. The research contributes localized, empirical evidence to the global literature on technology-enhanced language learning, demonstrating the model's adaptability and potential for pedagogical reform in challenging educational environments. Practical suggestions for implementation and avenues for future research are discussed.