In recent years, the flipped classroom instructional model has been the subject of interest of many researchers and practitioners in various fields, notably for its potential to improve learning outcomes, promote active learning, and enhance student engagement. However, a fairly extensive literature shows that with these advantages come challenges. This study was conducted to examine how a teacher and students perceived these advantages and challenges. Their experience of implementing a flipped classroom was documented through written narratives and interviews, from which we concluded that the flipped classroom provided a good platform for active learning as the role of students shifted from passive classroom attendees to active participants. However, successful implementation of a flipped classroom required students' learning autonomy and technological aptitude in addition to a reliable internet service.