This study aims to reveal the effect of the two types of feedback (immediate-delayed) in the flipped learning environment on developing skills of dealing with computer hardware components among students who are computer teachers with high and low motivation to achieve. The research sample consisted of (60) students from the fourth year students of the Computer Teacher Preparation Division, Faculty of Specific Education, Zagazig University, and they were divided into four experimental groups, the first experimental group represented the students with high achievement motivation who studied using the immediate feedback style in the flipped learning environment, while the second experimental group represented the students with low achievement motivation who studied using the style of Immediate feedback in the excise classroom environment, and the third experimental group represented high achievement-motivated students who studied using the deferred feedback style, and the fourth experimental group represented low achievement-motivated students who studied using the deferred feedback style. The study followed the experimental approach to answer the questions Research questions, and the researcher used two research tools, the first: An achievement test to measure the cognitive aspects of the skills of dealing with computer hardware, the second: a note card for the performance of skills dealing with computer hardware, and the results resulted in a statistically significant difference at the level of significance ≤ (0.05), between the mean scores of the students of the experimental groups in the test Cognitive achievement and the observation card associated with the skills of dealing with computer hardware components in the inverted classroom environment due to the interaction between the two types of feedback (immediate / delayed), and the levels of motivation for achievement (high / low). The flipped learning to develop the skills of dealing with computer hardware for students who are computer teachers.