There is an increasing need for quality assurance in higher education, given the changes taking place around the world (Biggs & Tang, 2011). Yet another challenge for educators is to find ways to address this in a systematic way. This study presents a systematic endeavor towards this aim in an English language teaching (ELT) department in a higher education institution. In an effort to raise lexico-grammatical awareness as part of language competence, corpus linguistics and flipped classroom techniques were incorporated into a departmental course. Following the procedures planned in advance, the freshmen students in the ELT department viewed a set of videos instructing them on how to conduct basic studies on corpora and analyze findings using interactive and collaborative online activities. They completed subsequent tasks as part of the classroom work, which aimed to help them build meaningful connections with their online experiences (Strayer, 2012; Lukassen et al., 2014; Lane-Kelso, 2015). They then reflected on their experience, and their responses were evaluated with regard to the cultivation of quality culture, the use of corpora in language learning, and the incorporation of flipped applications. This study presents the findings and implications of incorporating corpus linguistics in the flipped classroom and the ways such incorporation helped cultivate quality teaching.