The current study evaluated the success of implementing a blended + flipped structure in a Calculus for Life and Management Sciences course. By reimagining two of the three weekly instructional hours as online asynchronous lessons, we redesigned a 200-person section into 30-person sections, with minimal additional instructor resources. Findings indicated that students viewed the course positively, with perceptions positively correlating with course outcomes. Further, students reported more positive beliefs relating to their ability to accomplish course learning outcomes, comfort with math, and perceptions of in-class readiness compared to those in the traditional course format. Significant differences in grade distributions were also observed.