The present paper investigates the gender perspective of flipped classroom. In particular, it considers how the collaborative setting of in-class group-work affect the female population of students. The paper draws on an in-depth analysis of the interview with one such student. The focus of this interview was on interactional collaboration between peers during group work activities in a mathematics course. Such work is vital in a flipped classroom arrangement. The student, called Sofia, highlighted arguments of value for a deeper investigation. The analysis draws on Bjerrum Nielsen's framework with four different gender perspectives (2003). Our analysis illuminates a number of arguments about interactions and interpretations of gender and challenges when collaborating in groups in a flipped classroom setting. Arguments informs both context and individual levels of the setting. What is realised in the case of Sofia is that there are dualistic viewpoints raised within all gender perspectives, sometimes conflicting each other. Result is that guidance from a teacher in formation of groups is necessary but will need careful considerations.