"Flipping" the Classroom techniques and the use of Embedded Writing Consultants (EWC) in institutions of higher education have been the subject of scholarly research in recent years. However, it appears that no studies have examined the simultaneous use of both "tools" in an introductory History course at the university level. This essay examines the instructor's efforts to concurrently implement Flipping strategies and EWC assistance in a single course and student perceptions of these tools. The data used to analyze this process may assist other instructors who are considering or already using Flipping techniques or EWCs in their courses.