A more effective math education has never been more pressing than in today's world. However, it is no mystery that students continue to struggle with basic mathematics concepts, let alone more advanced math such as Pre-Calculus. Thus, in the present study, two Pre-Calculus math classrooms were randomly assigned to either a flipped classroom model of instruction or one that employed traditional lecture. Data on two aspects of Pre-Calculus--matrices and vectors (operations and application)--were collected at pretest and again at posttest. Results revealed that students who were exposed to the flipped classroom model outperformed students in the control classroom but only on matrices items. We discuss implications and recommendations for math education.