Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares the learning environments of an inverted introductory statistics class with a traditional introductory statistics class at the same university. This mixed-methods research study used the College and University Classroom Environment Inventory (CUCEI), field notes, interviews and focus groups to investigate the learning environments of these two classrooms. Students in the inverted classroom were less satisfied with how the classroom structure oriented them to the learning tasks in the course, but they became more open to cooperative learning and innovative teaching methods. These findings are discussed in terms of how they contribute to the stability and connectedness of classroom learning communities.