The current study provides detailed data that speaks to the nature of resistance to Flipped Learning pedagogy within a higher education context. A qualitative analysis of this data using the conceptual lens of Judith Butler's theory of performativity drew attention to a pervasive belief that teaching is and should be an embodied performative act. Findings revealed that perceived or actual increased workload, equity and, relevance to observed practice were key to understanding the nature of resistance embedded within an implicit understanding of what it means to "do" teaching. Findings have theoretical and practical significance for higher education pedagogical innovation.