The purpose of this study was to engage practitioners in collaborative inquiry in order to examine the concept of flipped learning. At the core of this concept is the notion of flipping or reversing traditional instructional practice with traditional homework. Nine teachers across three grade spans, K-5, 6-8, and 9-12 and three non-instructional practitioners (one media coordinator, one instructional technology facilitator, and one assistant principal), participated in this process of examining flipped learning and creating a framework for practice and implementation. These teachers engaged in this collaborative inquiry as action researchers within a professional learning community (PLC). These participants not only examined flipped learning as described by others, but also examined their current practices as they challenged themselves to develop strategies for flipped learning, and to develop a framework for practice across three grade spans in our district: K-5, 6-8, and 9-12. The framework design within this study emerged from the analysis of the data: teacher reflections, surveys, observations, and interviews. The purpose of this study was not to determine any quantifiable effects of flipped learning, but further develop an understanding of this pedagogical approach to learning and the implications for practice within our own district and for others considering implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]