Teachers in New York State and across the United States experienced a unique start to the 2021-2022 school year as students returned to full-time, in-person learning following imposed lockdowns due to COVID-19. To address the social and emotional needs of the returning students, an emphasis on interpersonal relationships became increasingly relevant in educational research and practice (Berry, 2020; Darling-Hammond, 2020; Minihan, 2020). Framed by Maslow's (1943) Hierarchy of Needs, this dissertation in practice examined on the effects of a Flipped Classroom Model implementation designed to create an active social learning environment fostering a Community of Practice (Wenger, 1998) for Pre-Calculus mathematics in grades 11 and 12. Specifically, this action research study sought to gain insight into how the flipped model of instruction cultivated a social learning environment with sensitivity to students' lived experiences following the peak of COVID-19. Qualitative methods were employed to investigate: (1) how the students described their learning experiences before and after the flipped classroom intervention, (2) the ways in which the implementation of a flipped classroom influenced the students' perceptions of social learning, and (3) what the teacher said in her reflections about the implementation of a flipped classroom designed to enhance students' social learning environment. Data sources included pre- and post-implementation student interviews, teacher analytic memos, and reflections. Findings of this dissertation in practice aligned with prior research studies and indicated that learning was ensured due to the flexibility and resources that the flipped classroom design provided and due to the students' willingness to adapt to change, being positioned in groups allowed the students feel comfortable in their learning environment, and students were determined to be successful despite the challenges of the pandemic. Results of this study yielded practical suggestions for teachers who seek to implement the flipped classroom model. The findings may also help teachers develop different strategies for working with students who have experienced trauma. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]