The purpose of this action research was to evaluate implementation of the flipped classroom model in a high school English classroom. The flipped classroom model is a specific blended teaching and learning approach that has been shown to increase student achievement, close the achievement gap, and increase student engagement and critical thinking. This study focused on how and in what ways implementing a flipped classroom model in a high school writing course affected students' writing quality, engagement, and perceptions of and experiences with the flipped classroom. Data collection incorporated a convergent parallel mixed methods design using preintervention and postintervention writing tasks, surveys, and observations. The triangulated findings revealed the flipped classroom model had a positive impact on student engagement and their perceptions of the model on their learning. Additionally, students made gains in their writing achievement during the model implementation. The general value of this blended learning model technique within the K-12 setting is discussed.