The flipped classroom has gained much attention for its pedagogical success in higher education. However, continued use of this technology-supported instructional approach has been problematic. To support the success and continuation of flipped classroom implementation, this study employs structural equation modeling techniques to examine the relationships between five key factors of influence (computer self-efficacy, perceived technological pedagogical content knowledge, perceived ease of use, perceived usefulness, perceived organizational support) and instructors' continued use intention. The results identify that instructors' perceived organizational support and perceived technological pedagogical content knowledge are the only factors examined that directly impact continued use intention. Instructors' technological pedagogical content knowledge also mediates between perceived organizational support and computer self-efficacy to continued use intention. These findings provide empirical evidence of such relationships and indicate that personal beliefs regarding technology itself are not the strongest factors influencing the continued use of flipped classroom instruction. Rather, instructors' beliefs relating to their environmental surroundings and personal knowledge regarding technology usage for instructional purposes are the key factors of instructors' continued use intention in Chinese higher education.