The chapter reports on a study that explored the affordances and challenges of the flipped classroom model for self-regulated learning, involving the implementation of a four-skill integration approach and the use of various digital tools. Twenty-two intermediate Spanish language students from a large public university in the Northeast of the United States participated in the study over the course of one semester. Students carried out a variety of homework assignments, including interviews with native speakers using self-access learning modules in Canvas to prepare them for in-class activities. Data from post-surveys, reflective essays and focus-group interviews along with the student coursework were collected and analyzed. The findings revealed that most students demonstrated the capacity to take charge of their own learning using prior knowledge and self-regulation skills to learn course content independently prior to class. In addition, they showed a positive attitude toward the flipped model because it gave them agency over their learning and engaged them in interaction with their peers and the instructor. The study suggests that well-designed tasks are vital, and that instructor scaffolding is needed to guide students to learn autonomously. The study contributes a new model of flipped instruction that facilitated the development of intermediate language students' interpretive, interpersonal and presentational skills in a meaningful way to promote autonomous learning. [For the complete volume, "Language Education in Digital Spaces: Perspectives on Autonomy and Interaction. Educational Linguistics. Volume 52," see ED660763.]