In this paper, the authors find empirical support for the effectiveness of the flipped classroom model. Using a quasi-experimental method, the authors compared students enrolled in flipped courses to their counterparts in more traditional lecture-based ones. A survey instrument was constructed to study how these two different groups of students varied in terms of student engagement, student satisfaction, and academic performance. Overall, we found that high levels of student engagement and course satisfaction characterized the students in the flipped courses, without any observable reduction in academic performance.