This article reviews the experiences of a flipped classroom approach in a marketing capstone course. Students completed readings, watched lecture videos, took a quiz, and submitted a short assignment for 10 course modules. While a few minutes were devoted to clarifying confusion from lecture topics, class time was used for experiential-learning activities. Learning was assessed using a pre-/postquiz of basic concepts and feedback from outside reviewers of team presentations. Preliminary results suggest that student learning improved using the flipped approach. However, students have strong, diverse opinions about its value and need training to excel in the flipped environment.