This article describes a qualitative case study, conducted at a high school in the Southwestern United States, that follows a veteran teacher as he develops and implements a two-week unit on "The Great Gatsby" by F. Scott Fitzgerald using flipped classroom methods. The researcher collected data while the teacher used this method for the first time. Data was gathered as the teacher chose assignments to flip, designed activities using technology, and conducted classroom activities. Data were collected from interviews, field notes, and documents. Major findings from the study show changes in planning, technology, pedagogy, classroom discourse, time, and management.