Traditional lecture-based teaching methods have been used in college classrooms for a long time despite the increasing evidence that active learning is more beneficial for student learning outcomes. One teaching method that has been linked to active learning is using flipped classroom approach where students initially receive material on their own, and then use class time to clarify and reinforce the material. The purpose of this study was to examine the effectiveness of implementing a flipped classroom for Exercise Science undergraduate students taking a junior/senior level motor control course. The final grades were examined for 966 students that took the course with lecture-based teaching methods and 175 students who completed the course after the flipped classroom was installed. The mean course averages were 78.91% ± 15.98% in the traditional lecture-based delivery versus 81.58% ± 16.63% (p = 0.022) with the flipped classroom. The distribution of scores was significantly different (Z = -3.051, p = 0.002) with the mean rank being much higher in the flipped classroom. However, the number of very low performing students (<60% final grade) increased by 1.18% after flipping the class. The flipped classroom was effective at increasing overall grades for the course, however, to consider the best practices in teaching, strategies must be implemented to keep the lower performing students engaged and participating during the passive, out of class learning.