In recent years, the flipped classroom approach has drawn attention from practitioners and researchers in English language teaching (ELT) with technological advances. However, there is no research systematically reviewing graduate studies conducted in Turkey. For this purpose, this systematic review aims to investigate graduate studies' main features and findings concerning the flipped classroom approach in the field of ELT, reveal possible benefits and challenges in the Turkish context, and make suggestions for practitioners and future research. The study examined all the master theses and doctoral dissertations (n= 32) on flipped classrooms in ELT based on Turkey's Council of Higher Education (CoHE) Theses database between 2013 and 2021. It adopted a systematic review, and qualitative content analysis was utilized as a research method. Findings revealed that there had been a growing interest in flipping English language classes in Turkey since 2014. Along with the advantages of the flipped classroom approach outnumbering the disadvantages, flipping classrooms has brought new challenges for teachers and learners. Therefore, there is still room for further research to investigate teachers' and learners' autonomy and readiness to flip at K-12 levels.