Second semester baccalaureate nursing students were randomized into two groups. Identical content curriculum was delivered in two methodically different pedagogies: the flipped classroom and the traditional lecture-driven format. The intent was to transform the position of the teacher from simply dispensing facts into guiding knowledge acquisition. Quantitative and qualitative assessments of these different approaches were synthesized. In this session, the instructors will share their findings, describe experiences with flipping the classroom and provide examples of the ways in which courses were transformed.