In this work we discuss the implementation of a flipped active learning classroom model in large general chemistry classes at the University of Nevada, Reno. The flipped setup is detailed with survey results on student perception toward the design of a course. Although our recommendations were originally tailored to the online environment, the setup was implemented in an in-person active learning class accommodating teaching after the pandemic. We evaluate the average final examination scores when traditional in-person, emergency remote teaching, online, and in-person flipped learning environments are used across six semesters (Spring 2019-2022). To provide insights to the practitioner, we discuss the principles used to create a flipped schedule, effective prelecture videos, and the number of examinations used. We found that flexibility in a well-organized course with clear expectations and fast communication are some of the most important elements of course design.