There is an ongoing debate among L2 educators regarding the best way for students to achieve effective communication and language spontaneity. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is flipped so that students receive initial instruction at home and then spend class time working with peers in a collaborative environment. Language instructors hope to promote conversation and communication among students, but with so much time spent on grammatical explanations in class, it is difficult to give communication the attention it deserves. The participants in this research study included community college Spanish students from sections 1 (the control group) and 2 (the experimental group) of SPAN 101 and lasted the duration of an academic spring semester. The findings are discussed, followed by a discussion on the applicability of this educational design.