Science, technology, engineering, and math (STEM) subjects are often content-heavy curricular topics that are best learned through active and project-based learning methods. An approach that can enhance STEM education is the flipped classroom model in which content is learned through videos and the analysis is conducted in the classroom with the teacher. STEM environments have the potential to help shape a teacher's experience in using a flipped classroom model approach. This qualitative case study sought to determine teachers' experiences in using the flipped classroom model in a STEM middle school through the use of interviews, observations, reflections, and flipped classroom videos. Two female and two male teachers (three taught a STEM subject and one taught a non-STEM subject) who taught in a Midwest public charter school were interviewed for this study. Findings indicated that the teachers used a broadened definition of the flipped classroom model allowing their students time in class to watch the videos and conduct explorations. Additionally, one of the greatest challenges that teachers experienced was in finding and creating videos to use in their classrooms. Ultimately, this study found that a STEM environment can provide a resource rich setting from which teachers can experiment with flipped classroom model techniques. Future recommendations include broadening the definition of the flipped classroom model to allow for students who watch the videos in the classroom and conducting studies on how to teach students how to learn from a video. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]