Sport education (SE) is an instructional model that attempts to provide students with more authentic sport experiences. A key student-centered structural feature of SE is the assigning of student role responsibilities that go beyond that of a player. Students have been shown to enjoy these team roles but may initially feel overwhelmed with the demands of these newly appointed responsibilities, which may potentially jeopardize their role performance and the quality of the SE season. There remains a need for realistic teaching strategies that can help students grow in their role efficacy within SE. Employing student role training, however, can often be a formidable task when considering the quantity of physical education offered in many schools nationwide. A flipped classroom can potentially circumvent this barrier by providing students with online learning experiences that prepare them for their role responsibilities before class. These online learning experiences have the potential to target all four sources of self-efficacy. As a result, students will come to class with a greater belief in their ability to perform their given role, which will likely improve their performance when in-person. This article provides a description of how a progressive flipped classroom approach (IDEA: Identify, Develop, Embed, and Assign) can be infused within SE to improve student role efficacy and the overall SE experience.