Background: Medical education in Saudi Arabia is largely based on a dedicated curriculum with minimal interdisciplinary teaching. With the increasing demands of clinical practice, the dentist is expected to have precise competencies to meet the challenges. Interdisciplinary learning is one of the prodigious teaching method to prepare future practitioners. Objective: To identify the effectiveness of Interdisciplinary teaching via adapting Flipped classroom style by comparing the learning outcome results with the previous semester. Methods: A Pre-experimental statistic group comparison study design was used for this study. A total of 28 students enrolled for this study, which were compared to previous batch (Control group of 30) the topics and the content of the course [Dental pharmacology II (PHL 411)] were same as the previous semester. The interdisciplinary team comprised of oral pathologist, clinical pharmacist, and oral diagnosis specialist. Results: Knowledge (K) and Skill (S) domains of learning outcomes were assessed. In the present study percentage of student achievement for K1.1, K1.2 is 78 and 82%. Skill domain were designated as S2.1 and S2.2, the results are 84 and 88%. In comparison to previous semester results; K 1.1, K1.2, 72 and 78 %. S 2.1, S2.2 were 77 and 76%. Conclusion: Blended Interdisciplinary learning course with Flipped classroom teaching strategy can contribute in attaining greater degree of knowledge and cognitive skills. Flipped classroom style teaching can change passive learning into active learning.