Successful engineering graduates need to understand engineering principles and practices and be able to work in teams, to communicate well, and to work in contexts that can be risky and uncertain. Current trends in engineering education call for the development of students' technical and non-technical skills. Thus, it is crucial that tertiary educators develop curricula that enable students to develop these capacities and to enhance their employability and contribution to a country's economic competitiveness and societal wellbeing. For the project presented in this report researchers collaborated with lecturers teaching a mandatory first-year electronic engineering class to develop a flipped classroom model of teaching and learning and to explore how this approach can enhance student learning of conceptually difficult, threshold concepts and non-technical skills needed for real life work. The flipped classroom is a student-centered educational approach in which lecturer-student contact time is devoted to student problem-solving and addressing students' misconceptions, thus changing the traditional role of the lecturer and fostering more active student learning. The project aimed to: (1) examine how a flipped classroom model of teaching impacts on lecturers' teaching of threshold concepts; (2) explore the value of the flipped model and its associated strategies for student learning; and (3) examine if and how student learning in a flipped classroom can support the development of workplace competencies. The study found that student learning was supported by lecturers' purpose-made and supplementary online videos, in-class mini-lectures, collaborative problem-solving tasks, online tutorials, continuous assessment, 'drop-in' tutorials, help from the lecturers and course demonstrators during in-class sessions, and the course Moodle forum for question and answer sessions. All of these resources together contributed to students' learning and raised their achievement. Although no direct impact was seen on students' workplace competency development, students saw the value of becoming aware of the value of non-technical skills (e.g., communication and teamwork) in their learning and becoming an engineer.