Educators continually seek to add innovative, valuable techniques to the class experience that will enhance student learning. Teaching an introductory "Legal Environment of Business" course to undergraduate students is both challenging and gratifying, since most students enter college eager and interested in the college experience and are quite open to a variety of teaching methodologies. They are now teaching students who have grown up with electronics and who are generally seeking (and rightfully so) much more than a traditional classroom lecture. A common complaint of those who teach an introductory law course is that there never seems to be enough time to accomplish all there is to cover during the semester. How do they fit the numerous topics into the semester, while at the same time finding ways to allow students to engage with the material? What better solution to this problem than to find a way to extend our instruction time outside the boundaries of class time, and thereby free up class time for student engagement? This is exactly what the flipped classroom accomplishes. Part II of this article explores the pedagogy of the flipped classroom. Part III details a flipped classroom approach that can be used to teach the topic of product liability. A brief reflection on the student experience is provided in Part IV. Six appendices are included.