Popular and scholarly discussions of higher education pedagogy focus increasingly on two ideas: the "flipped" classroom and massive open online courses (MOOCs). Both flipped classrooms and MOOCs represent substantial departures from the traditional instructional model in higher education. A MOOC is all one-way communication with no interaction with the professor. They are usually free and credit-less. In a flipped classroom, the one-way communication (whether it be reading texts or watching lectures) occurs at home, freeing up class time for high-level engagement with the teacher. By incorporating these modes of teaching into courses, teachers can more efficiently and effectively achieve learning outcomes. The author shares his experience of using the "flipped" classroom while he was a law student and again when he recorded lectures for his students. He also shares his first experience with "flipping and MOOCing" a course, which came about accidentally while helping an instructor in a legal studies program find a way to free up class time for in-depth discussion. The instructor found that searching for and evaluating different lectures online for each concept in his course was too time-consuming. Using a MOOC and accompanying text as an assignment for students allowed the instructor to use the flipped classroom approach without having to create his own lecture videos. Professors who use MOOCs to flip their courses will find student learning improves as they are able to use limited face-to-face meeting time to engage in higher-level interactive learning activities. Technology will not replace professors, but it can make them more effective.