Research and theory have long demonstrated the benefits of constructivist, learner-centered instruction (Crouch & Mazur, 2001; King, 1993; Prensky, 2001), and recent advancements in technology and the emergence of flipped learning have made these practices more attainable. Yet, due to its perceived efficiency, the traditional lecture remains the most common classroom approach (Khalid & Azeem, 2012; Nelson-Johnson, 2009), and equally popular "sit and get" in-school professional development opportunities have been shown to be ineffective (Darling-Hammond et al., 2017). This study used a qualitative, phenomenological approach to evaluate perceptions of flipped leadership implementation in multiple K-12 schools from both teacher and administrator participants. Participants of the study included 10 classroom teachers from different grade levels and subject areas, and six school administrators who have led flipped meetings or professional development sessions in their school building. Participants from both groups spoke favorably about the flipped leadership model, and there was consensus among all that access to devices and resources were crucial in any flipped implementation. Teachers interviewed spoke to the importance of voice and choice and the transferability into their own classrooms, whereas administrators spoke to the importance of consistent and deliberate modeling, participation, and teacher accountability. These considerations were deemed important in a successful flipped implementation. [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.]