In the present study, the researcher investigated the effects flipped lessons have on academic performance in an undergraduate anatomy and physiology class and examined how this learning experience contributed to student involvement. The researcher applied an explanatory mixed methods design to investigate differences in academic performance and student involvement between a group taught with traditional lecture and a group taught through flipped lessons. An ANCOV A revealed no significant difference in academic performance between groups. Qualitative analysis, however, revealed student involvement was prominent throughout the flipped learning experience. Student statements regarding content interaction, peer interaction, and instructor interaction brought to light a positive learning experience for students taught with flipped lessons. Students reported the use of videos and active learning assignments provided a diverse approach to instruction that met their learning needs, allowed them opportunity to learn from one another through peer collaborations, and created a comfortable learning environment that encouraged them to communicate more with the instructor. [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.]