The "flipped classroom" is gaining popularity in a number of settings, including secondary schools, reflecting a belief that the approach is more engaging and effective for students. This paper reports on a senior secondary mathematics class's experience with adopting a flipped classroom approach. The findings indicate that the teacher and students were positive about the practice and perceived it as being sustainable and transferable to other classes. The study has particular implications for senior secondary mathematics teachers who often find it challenging to cover the syllabus and prepare their students for externally imposed assessment tasks.