With theory of reasoned action and anxiety research in SLA as the guideline, this study explores the influential path of attitudes at different cognitive stages on the overall acceptance of the flipped classroom. It also investigates the effects of attitudes on learning outcome. Exploratory factor analysis is employed to extract six attitudinal factors. They are anticipation, output attitude, input aversion, classroom attitude, compliance, and acceptance. It’s found out that the overall acceptance is directly influenced by anticipation, input aversion and classroom attitude and indirectly by other factors. The acceptance has medium to small influences on learning results while compliance has an effect on speaking too. It is concluded teachers should adopt internal and external intervention to promote the overall acceptance and compliance.