Flipped learning is an innovative teaching approach in which students view pre-recorded video lectures outside of class, then engage in activities applying course concepts during class. By removing lecture from face-to-face class time, instructors free up time in class for students to explore and apply course content. Flipped learning is a particularly useful approach in counselor education, given the need for both content and practice in the discipline. In this study, we examined student classroom engagement in flipped and non-flipped counseling courses. Using a causal comparative method, we compared student engagement via the Classroom Engagement Inventory in four counseling theories course sections. Students in the flipped counseling courses (n = 30) reported statistically higher classroom engagement than students in the non-flipped courses (n = 37). These results lend additional support to the promotion of flipped learning in counselor education.