The flipped classroom approach was implemented across three semesters of a College Algebra course. This paper is part of a larger design and development research study and focuses on student perceptions of the flipped classroom teaching approach. Qualitative methodology was used to describe how students perceived the instruction of their College Algebra course. Findings indicated that students felt that the teaching approach enabled them to ask more questions in class, the course components worked together to foster increased student learning, and the course design facilitated self-paced instruction.