Each year, clinicians are invited to work with music ensembles at schools throughout the country, often in preparation for a contest or festival. Traditional clinics in which guest conductors refine and inspire students in the music-making process are wonderful events but arguably produce only short-term results, due in part to the limited amount of time clinicians have to work with an ensemble. In the flipped clinic, the guest clinician provides constructive feedback directly to the educator, as opposed to the students, in an effort to improve their pedagogical technique. As a result, when a clinician provides constructive feedback directly to an educator, the educator can potentially discover new instructional techniques that can have a lasting impact on their classroom instruction.