Postsecondary instructors are consistently seeking methods to effectively instruct students in the classroom and engage them in the learning process. One of the most recent trending instructional strategies designed to promote student engagement is the flipped classroom approach to teaching. Scholarship of teaching and learning literature suggests this pedagogical strategy is an innovative method of transforming the classroom into a space that promotes higher levels of cognitive thinking by allowing students to apply course concepts in real-time. This case study explores the reasons why an introductory design course was flipped in its second year of instruction, and details the instructors’ process to flip the course. Student and instructor reactions to the flipped classroom are discussed, and insight is provided as to how to successfully integrate a flipped approach in the postsecondary environment.