Flipped classrooms invert the traditional (lecture-based) classroom such that students review materials before class, and then participate in active learning techniques during class. While flipped classrooms have generally been shown to be beneficial, recent research indicates that there are numerous moderators that make an impact on learning outcomes. This research examines learning style as a moderator. Learning style refers to the consistent way in which a learner responds to or interacts with stimuli in the learning context. A quasi-experiment was conducted involving 140 undergraduate students in Introduction to Marketing classes during two consecutive fall semesters. Results indicate that students high in the abstract conceptualization (AC) learning style performed significantly better on the exam in the flipped (vs. traditional) classroom. Students low in the concrete experience (CE) learning style scored better on the exam in the flipped (vs. traditional) classroom. Across both flipped and traditional classes, students high (vs. low) in AC reported greater satisfaction with the class, greater motivation to learn, and more positive perceptions of learning outcomes. Implications for designing flipped classroom content are discussed.