This dissertation presents the integration of the problem-based learning supported on flipped classroom approach FPBL in engineering education, in particular the design and intervention of this approach is carried out in the course of Economic Engineering of the National University of Colombia, the main objective is to determine the effect of problem-based learning supported on flipped classroom approach FPBL in the student's learning of Economic Engineering course. FPBL is a hybrid Problem Based Learning PBL model (Barrows H. S., 1986) whose framework is the PBL combined with Flipped Classroom learning approach. FPBL approach design is based on the principles of the problem-based learning approach Kolmos and De Graaff (De Graaff & Kolmos, 2003) and Flipped Classroom is used for the formulation and design of learning activities. The design of learning activities is sustained in the Theory of Cognitive Flexibility, as well as relevant aspects for the formulation of real problems stated by Andrade and Coutinho (2016). The Research method is Mixed (Qualitative and Quantitative), the research design is quasi-experimental, the data collection technique used is the survey and the instruments for data collection are three questionnaires. This dissertation allows to recognize significant changes in the learning processes of students, both, at the level of knowledge of Economic Engineering, as well as in the perception of students regarding the development of their teamwork skills, self-directed learning. Also describe aspects relevant to the students' perception of the effectiveness of the teacher's role within the FPBL approach.