The proficiency level of performing health assessments within nursing units in the United States is inadequate. Educators have not known if students perceive flipped classrooms as effective environments for learning the course material. The purpose of this qualitative, exploratory, multiple-case study was to explore the perceptions of nursing students regarding the observational and active learning processes used in a flipped classroom. The theoretical framework was social cognitive theory. Participants included 14 nursing students in a flipped health-assessment classroom in the nursing program at a university in southeastern Pennsylvania. Open-ended, in-depth, semistructured, one-on-one interviews were conducted with the participants after course completion. Eight major themes emerged from the research questions: (a) The flipped classroom was a good way to learn health assessment; (b) videos and observation of the instructor helped learners see and visualize the health-assessment skills; (c) peer collaboration, including watching and then practicing, helped participants learn from each other and provided reinforcement; (d) active learning made students feel comfortable and confident that they could perform a health assessment; (e) most participants described themselves as visual learners, hands-on learners, or both; (f) the flipped classroom provided good opportunities for practice and repetition of skills, which helped learners retain the material; (g) the flipped classroom involved a great deal of preparation and pressure to learn the material; and (h) true learning of the material took place in the SIM lab and during preparation for the final test-out. Participants believed that the flipped classroom was effective for them in learning health assessment. Observational and active learning could not be separated in the flipped classroom investigated. The participants repeatedly indicated that what they learned in the health-assessment course was a product of "seeing and doing." Further, the participants believed that observational and active learning were decidedly more effective for learning to perform health assessments in the field of nursing compared to the lecture method. It is recommended that future research include comparisons of several health-assessment flipped courses from more than one university and quantitative or mixed-methods studies involving survey data collected from a larger number of students. [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.]