A multi-case study will be presented in this publication which aimed to address an important gap in the current literature concerning the effective implementation of a flipped classroom (FC) model in a particular educational setting. There has been limited research focusing on utilising a FC model within the primary education context despite its potential benefits for young students, such as facilitating student-centred inquiry-based learning (IBL) and developing their higher order cognitive skills. This multi-case study has been drawn from authors’ collaborative action research project with other teacher participants, during which the authors explored the effective ways in which a FC model can be utilised to promote students’ IBL in primary school settings. The authors first develop an inquiry-based flipped classroom (IB-FC) model and applied the model into five primary schools in Cyprus for a school year (2017–2018). A total number of five teachers, 77 students and 48 of their parents were invited to participate in the project. A large volume of qualitative data was collected mainly through classroom observations and interviews. Data analysis of teachers’, students’ and parents’ experiences and perceptions led to the development of seven universal design principles. These principles can be used to support primary school teachers’ attempts to design effective instructions using the IB-FC model.