The purpose of this project is to determine the impact of the Flipped Classroom Model on undergraduate Exercise Science majors' basic need satisfaction, motivation, and attitudes toward a Research Methods course in addition to the impact on student performance (test grades and assignments graded via rubric). A survey which includes the Course Evaluation Questionnaire (Griffin, Coates, Mcinnis, & James, 2003), the basic need satisfaction in relationships scale (La Guardia, Ryan, Couchman, & Deci, 2000), and the Academic Self-Regulation Scale (Ryan & Connell, 1989) was administered via scantron forms to approximately 60 students in an undergraduate research methods course during the last week of the semester. Descriptive information will be reported on the satisfaction of basic needs, motivation, and attitudes toward the course and information on student performance. Results will be used to ensure validity and reliability of the survey as a whole to be used in future projects using this model. A detailed description of the teaching methods used throughout the course will be discussed to help support findings from the data analysis. This study has implications for the advancement of SoTL with regards to testing curricular innovations and determining their ability to impact or enhance learning under current college teaching conditions.