Preparatory learning tasks are considered critical for student success in flipped classroom courses. However, less is known regarding which learning strategies students use and when they use those strategies in a flipped classroom course. In this study, we aimed to address this research gap. In particular, we investigated mutual connections between learning strategies and time management, and their combined effects on students' performance in flipped classrooms. To this end, we harnessed a network analytic approach based on epistemic network analysis (ENA) to analyze student trace data collected in an undergraduate engineering course (N = 290) with a flipped classroom design. Our findings suggest that high-performing students effectively used their study time and enacted learning strategies mainly linked to formative and summative assessment tasks. The students in the low-performing group enacted less diverse learning strategies and typically focused on video watching. We discuss several implications for research and instructional practice.