Three experiments investigated the difference between the traditional and flipped instructional models on students' learning outcomes and reported engagement, preparation, and participation in class. Experiment 1 found increased engagement, preparation, and participation reported by students when in the flipped classroom compared to the traditional classroom. However, Experiments 2 and 3 did not show the same results. These results suggest that students' judgements of their engagement, preparation, and participation may not be calibrated when only experiencing one instructional model. Students' learning in Experiment 1, measured with knowledge checks and exam scores was not statistically different between models. Experiments 2 and 3 used a pre-/post-/delayed posttest design to evaluate differences in students' learning between the flipped and traditional instructional models and found that there were no statistically significant differences between the two models at immediate or delayed posttest. These results suggest that the content and design of the learning activities may be a more important factor in students' learning and reported engagement, preparation, and participation than whether the class model is flipped or traditional. [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.]