The purpose of this collective case study was to describe the student-autonomous learning experiences of secondary chemistry students actively engaged in classrooms utilizing a flipped classroom approach (FCA). The FCA is a pedagogical framework that includes asynchronous, student-paced experiences outside the classroom and face-to-face active learning activities during class meeting times. The theories guiding this study were self-regulated learning and self-determination theory which emphasize the construction of knowledge through shared experiences to support student self-efficacy in the learning process. Participants included students bounded within first-year chemistry classrooms at the honors and college preparatory levels. Data collected from student questionnaires, semi-structured interviews, and focus groups were analyzed by disaggregating in vivo codes to generate a thick and rich description of the participants' understanding of agentic behavior. Holistic within-case and cross-case analyses were summarized to derive contextual observations. The triangulated essence of the FCA was distilled systematically until the external knowledge, and internal perceptions were unified. Findings revealed favorable experiences with the flexibility and student choice aspects of flipped learning; however, concerns regarding digital communication, technology overload, and the lack of social interaction arose. Addressing these concerns will benefit stakeholders seeking to create constructivist hybrid learning environments which promote student self-direction within a community of practice. [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.]