The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker 2000; Lage et al. in "Journal of Economic Education," 31(1), 30-43, 2000; Bergmann and Sams 2011; Wright 2011; Pearson in "Education Canada," 52(5), 2012; Butt 2012; Bates and Galloway 2012). Arguably, to promote learning, attention should be given to the design of the online learning resources and in-class learning activities that form the foundation of a flipped classroom. While it is possible to completely rely on existing instructional content for a course, instructors typically develop all or part of the instructional resources and in-class activities. This study investigates an undergraduate course which utilized instructor created instructional materials when adopting a flipped classroom model. Student grades and post-survey data revealed the impact that elements of the course had on learning and motivation. Students found the structure of the class and the instructional materials helpful for learning, and had an overwhelmingly positive experience.