This article presents the results of a 2-year exploratory case study on the impact of the "flipped" classroom design on generalist and advanced-practice social work skills in a large urban graduate university setting and looks at the role physical space plays in student perceptions of learning outcomes. Quantitative data were obtained with the Practice Skills Inventory (PSI) and the Play Therapy Attitudes, Knowledge and Skills Survey (PTAKSS). Participants provided qualitative data in the form of weekly reflection journals and evaluations of class activities. A mixed-methods analysis revealed statistically significant improvement in overall general practice skills and in specific play therapy clinical skills. Student-generated feedback on the physical learning environment as well as instructor workload and preparatory requirements are discussed.