Contribution: This paper illustrates how to design and implement curricula in terms of the combined use of flipped learning and inquiry-based learning in an engineering course. Background: Elementary courses in engineering schools are conventional and foundational, and involve a considerable amount of knowledge. Throughout such courses, students are also expected to develop insight, which cannot be obtained by only listening to instructors. Having relevant discussions is also difficult for most instructors. Intended Outcomes: The combined use of flipped learning and inquiry-based learning would be beneficial to broaden student achievement. Application Design: Based on an epistemological approach about knowledge and knowing, this paper applies the combined use of flipped learning and inquiry-based learning to enhance student knowledge and advance ways of thinking on a System Modeling and Control course. Findings: The extended learning time and the collective responsibility for learning are discussed as critical issues in applying the combined use of flipped learning and inquiry-based learning in an engineering school.