The author delved into the results of a flipped classroom pilot conducted for an operations management course module. It assessed students' perception of a flipped learning environment after making them experience it in real time. The classroom environment was construed using a case research approach and students' perceptions were studied using qualitative and quantitative research methods. The analysis revealed that a flipped classroom scores higher than a conventional, lecture-oriented setup on the following critera: student involvement, task orientation, and innovation. The study corroborated the pedagogical effectiveness of the flipped learning model in promoting collaborative learning for operations management instruction. The findings underline the need to painstakingly structure the learning tasks for the fruition of a flipped classroom exercise.