The rise of flipped learning in higher education has become apparent along with technological advances. Higher education must stay up with cutting-edge pedagogy and cognitive sciences to guarantee inclusive and equitable quality education for all students and to equip them with current knowledge and applicable skill sets for lifelong learning. Traditional teaching methods are profoundly teacher-centered and usually students pay attention to the teachers during the course. Flipped learning is distinct in that there are more engaging learning activities within the time spent in the classroom. Compared to the conventional approaches, it allows students to participate in the lesson more actively. However, flipped learning also presents several challenges for the students. This study aims to examine the advantages and challenges of flipped learning in higher education. Sixty-two students in Character Building Civics course participated in this qualitative study. Students' views on the implementation of flipped learning were gathered through an open-ended questionnaire. The findings showed that flipped classroom gave students more chance for independent learning and flexibility during both online and in-class sessions. The students also reported that flipped learning allowed them to be more well-prepared before class. However, the findings also indicated the difficulties with flipped learning. Some students expressed the challenges to be self-regulated learners as required in the flipped classroom. In addition, students also reported their poor Internet accessibility outside of the classroom. [For the full proceedings, see ED654100.]