Traditionally, the domain of higher education, the 'flipped classroom' is gaining in popularity in secondary school settings. In the flipped classroom, digital technologies are used to shift direct instruction from the classroom to the home, providing students with increased autonomy over their learning. While advocates of the approach believe it is more engaging and effective than traditional instruction, there is little empirical research into the benefits of this approach, particularly in relation to mathematics instruction. This paper adds to the limited research by reporting on students and parents' experiences with a flipped classroom in a senior mathematics class. The results indicated that there were five main components that influenced students' motivation to engage with the flipped classroom approach. The study has particular implications for students and secondary mathematics teachers who have limited time to make the curriculum comprehensible for students and to prepare them for external assessment tasks.