The flipped, or inverted, classroom has gained popularity in a variety of fields and at a variety of educational levels, from K-12 through higher education. This paper describes the author's positive experience flipping a graduate qualitative research methods classroom. After a review of the current literature on flipped classrooms in higher education, the author discusses his reasons for flipping, the steps he took to create the flipped classroom, and the outcomes of the flipped classroom experience. The author evaluates whether flipped learning occurred according to the four pillars of FLIP (FLN, 2014) and discusses suggestions for both future researchers and future classroom flippers.