We examine the impact of a flipped classroom model of learning on student performance and satisfaction in a large undergraduate introductory statistics class. Two professors each taught a lecture-section and a flipped-class section. Using MANCOVA, a linear combination of final exam scores, average quiz scores, and course ratings was compared for the two groups after controlling for the effects of students' previous achievement, gender, teacher, degree of learner autonomy, and attitudes about math and statistics. The results show significant improvement in the students' performance and course satisfaction with the flipped classroom. Overall, the results showed that the flipped classroom model can be used in large lecture classes with the help of undergraduate teaching assistants and the use of additional labs.