The literature supports the concept of a flipped classroom as a pedagogical approach that can improve critical thinking, enhance clinical judgment, and promote student engagement. This project implemented the flipped classroom concept in two nursing specialty courses, one didactic and one clinical. Data were gathered from both courses using a mixed method approach to evaluate impact. The data demonstrated significant improvement in students' critical thinking and clinical judgment, increased engagement, and increased positive perceptions of learning when the flipped classroom approach was used in course design.