Previously the authored showed improvement in student performance in a chemical engineering thermodynamics course using the inverted classroom when compared to the traditional lecture style course. With the addition of just-in-time learning techniques to the inverted classroom, even greater enhancement to student learning and their exam grades were observed. While the inverted classroom tended to help students in the lower third of the class more, the addition of just-in-time learning provided equal exam grade enhancements across all levels of students.