This study explores the effectiveness of a flipped classroom approach in enhancing problem-solving skills in numbers and number sense among student-athletes at Pila Elementary School. The flipped classroom model, which inverts traditional teaching methods by delivering instructional content outside of class and engaging students in interactive activities during class, was implemented to address the unique scheduling challenges faced by student-athletes. Pre-recorded video lessons and online resources were provided for out-of-class learning. At the same time, in-class sessions focused on collaborative problem-solving and practical applications of numeracy and number sense. The intervention aimed to improve students' analytical abilities, foster deeper understanding, and boost academic performance. Data were collected through pre-tests and post-tests. The results indicated significant improvements in problem-solving skills and overall engagement with numbers and number sense content among student-athletes. The study concludes that the flipped classroom model is an effective instructional strategy for enhancing the learning outcomes of student-athletes in elementary school settings. Data from pre-tests and post-tests showed significant improvements in students' problem-solving skills and engagement. Before the intervention, the mean score was 11.52 (38.40%), indicating "Below average" skills. After the intervention, the mean score rose to 26.81 (89.37%), indicating "Good" skills. The t-value of -27.22 confirmed significant improvement. The study concludes that the flipped classroom model effectively enhances student-athletes learning outcomes in elementary math.