More and more school administrators are expecting new teachers to flip their classrooms prior to completing their teacher certification. The purpose of this study was to explore the experiences of preservice teachers who facilitated learning in a flipped classroom, to identify the benefits and challenges of flipped instruction on preservice teachers, and to explore the impact of the course design on students' understanding of the course content. Results indicate that flipped lessons taught by students were interactive and fun, and students reported being more productive and enthusiastic about class. Students, however, were unable to develop meaningful, engaging activities and reap the benefits of facilitating collaborative activities in a flipped classroom. Viable solutions and recommendations to guide the successful implementation of flipped learning are provided.