Flipped classrooms have been growing in popularity in higher education for their potential to promote students' active engagement in learning. Ironically, the key to the success of flipped classrooms is the agency of students to actively participate in learning. The flipped classroom approach requires students' responsibility for their learning and a high level of self-regulation in completing individual and collaborative learning tasks. However, many college students tend to be more comfortable with a traditional, passive form of lecture-based course and are not yet prepared for an active form of learning. In this study, we developed a regulated learning-supported flipped classroom framework grounded in self-regulation and social regulation research. The purpose of this study was to investigate the impact of the regulated learning-supported flipped classroom on student engagement and performance. Our results showed that the flipped classroom with regulation guidance had a significant influence on students' use of higher-order cognitive skills. The implications of this study are further discussed based on the findings.