This action research case study evaluates the effectiveness of using "flipped" instruction in a secondary social studies classroom. The researchers used mixed methods data to determine if flipping the instruction in a social studies class through the use of screencasting increased student learning as measured by pre- and post-unit examinations. Students in this study viewed lectures or other visual presentations of course content outside of class so that class time could be devoted to discussion or other interactive modes of learning Findings indicated that the use of flipping does not significantly impact student success, however, other qualitative benefits arose. A discussion of implications for curricular decision-making concludes the article.