Active learning is an instructional strategy that focuses on the active learning process by involving students with engaging materials and activities in the class which leads to higher order thinking and increases students' performance. The flipped classroom is one of the latest models that allows more time in class for applying active learning strategies. This model focuses on providing a media lesson to the students that must be completed outside of the classroom and prior to the class after which the teacher demonstrates different activities related to the media lesson during class time. The purpose of this qualitative study was to describe flipped classroom implementation in higher education by three experienced faculty members. A case study was utilized, and data were collected in the form of online observations, in-class observations, individual interviews, and documents and artifacts. Utilization-focused evaluation was the framework for analyzing the collected data. The three faculty participants implemented the flipped classroom model differently, which resulted in dissimilar experiences.