This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional course, despite no differences in demographics. Moreover, students in the flipped course reported greater gains in affective variables related to mathematics than did students in traditional courses. In addition, this study found evidence that the flipped course experience was especially impactful for Hispanic women.