"Flipping the classroom", or reverse instruction has been hailed the new pedagogical approach for preparing students for the 21st century. The idea behind this method is relatively simple. Instead of structuring class work to deliver direct instruction from the teacher in class and giving homework to students to practice outside of class, the sequence is reversed, or "flipped" to provide content instruction as homework and practice or application in the classroom. This paper focuses on the pedagogy of flipped instruction and the experiences of the flipping method with graduate students in Oman. The paper concludes with thoughts about the intrinsic value of flipped instruction within traditional educational systems.