This manuscript reports the results of a pilot study that investigated the views of an international cohort of teacher educators regarding the efficacy of flipped classrooms. In particular, the study addressed an existing void in the literature pertaining to the value of flipped classrooms with respect to K-12 subgroups, including students who are culturally and linguistically diverse or manifest disabilities. Key findings from the participants' responses to a 12-item survey were that they believed that the flipped classroom paradigm is efficacious for both elementary and high school students, as well as those who are culturally and linguistically diverse--particularly with respect to teaching complex subjects. Conversely, respondents did not believe the paradigm is appropriate for students with disabilities, and that noteworthy barriers involving a digital divide impede its use with students living in impoverished rural areas. Future research topics are discussed.