Amidst the significant optimism for blended learning and flipped classrooms, there is a need for a model to guide the systematic design of flipped instruction. An effective flipped model could potentially improve learning outcomes and provide guidelines for designing future blended instruction. This paper presents a model for designing flipped instruction that integrates the First Principles of Instruction and Bloom's Revised Taxonomy. Application of the model is examined through a design case conducted in a technology integration course in a teacher preparation program. This context was selected as the growth of blended learning in K-12 schools has made increasingly evident the gap in preservice teachers' technology integration development related to inadequate preparation for these emerging environments. The model's applicability to flipped design in broader contexts is made clear through the analysis of the underlying principles and lessons learned from the design case. Recommendations for future research include studying the model's influence on specific learning outcomes and applying it to the design of instruction in varying contexts.