Objective To assess the effect of heterogeneous grouping based on the multiple intelligence theory on the flipped classroom teaching in the course of Maternal-Infant and Child Nursing. Methods A total of 119 third-year nursing undergraduates were recruited, 59 students in class 1 were randomly selected as a control group, who were divided into 10 groups by using a random number table, with 5-6 students in each group, and the other 60 students in class 2 were selected as an intervention group, who were divided into 10 groups with 6 students in each group according to the intelligence assessment outcomes based on their language, mathematical logic, interpersonal skills, body movement and self-cognition. All students received flipped classroom teaching. Results After the teaching, the score of theoretical examination and skill operation in the intervention group were significantly higher than those in the control group, and the total score as well as subscale score of autonomous learning ability, learning engagement and learning achievements in the intervention group were significantly higher than those in the control group (P＜0.05 for all). Conclusion Application of flipped classroom teaching based on heterogeneous grouping in Maternal-Infant and Child Nursing is conducive to improving students′ academic performance, enhancing their learning ability and learning interest.