In the field of mathematic problem-solving, students are often assigned well-structured problems that have specific "right" answers. However, this misses an important aspect of education, which is to allow the learner to investigate the problem-space of authentic problems. To date, various technology scaffolds have been researched to understand how these tools support students in problem-based learning. One recent strategy includes a "flipped classroom", which suggests that learners be given multimedia videos and class-time is allotted for differentiated instruction. However, very little research exists to understand the ways in which the videos support learners in mathematical problem-solving through the lens of PBL. To address this gap, this work-in-progress study qualitatively investigated the implementation of a flipped classroom for a psychological statistics course. Themes emerged related to relevance, reciprocal learning, teacher as facilitator, and self-efficacy. Implications for practice and future directions are also discussed.