Research has indicated that undergraduate students struggle with conceptual understanding of confidence intervals, negatively impacting statistical literacy skills, and advocates have suggested the flipped classroom pedagogy as a potential solution. The purpose of this nonequivalent control group quasi-experimental study was to determine if a significant difference in conceptual understanding of confidence intervals existed between a flipped classroom pedagogy and a traditional lecture pedagogy for undergraduate introductory statistics students at a small liberal arts college in the Southeastern United States. This study applied Gagne's conditions of learning theory, which classifies intellectual skills learning outcomes according to five subcategories (discriminations, concrete concepts, defined concepts, rules, and higher-order rules), to an instrument comparing achievement for students implementing each pedagogy. I used a nonequivalent control group pretest-posttest design and compared scores using analysis of covariance (ANCOVA) to determine potential differences between groups by overall scores and scores subdivided by questions within each subcategory. The results showed no statistically significant differences between the two groups for any of the analyses conducted (discriminations: p = 0.133; concrete concepts: p = 0.591; defined concepts: p = 0.871; rules: p = 0.163; higher-order rules: p = 0.438; overall: p = 0.210). The flipped classroom pedagogy did not significantly impact the conceptual understanding of confidence intervals, suggesting that transforming to a flipped classroom may not be worthwhile for undergraduate introductory statistics courses. Future research recommendations include further use of Gagne's theory for classification and using flipped classrooms with other undergraduate statistics topics. [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.]