Based on the theory of Technology Acceptance Model (TAM) and American Customer Satisfaction Scale (ACSL), this study selects 130 students majoring in preschool education, Chinese education and primary education in a higher vocational college in China as the research sample from the perspective of technology and consumers to carry out college English flipped classroom teaching based on SPOC (Small Private Online Course) mobile interactive learning platform. Through descriptive statistical analysis, factor regression analysis and the influence mechanism of common factors, this study aims to investigate and analyze students’ satisfaction of flipped classroom on 30 items. The results show that learners’ satisfaction cognition of flipped classroom is deeply influenced by three common factors: Learners’ expectation, cognitive quality and learning acceptance. Furthermore, the findings indicate that high quality activity design is the key factor for the success of flipped classroom, learners’ expectation of flipped activities is the internal driving force, and learners’ acceptance of flipped classroom teaching mode is the main factor.