The COVID-19 pandemic was a challenging time for community colleges. Due to pandemic-related issues and inequities, there was a need for flexibility on the part of both students and faculty. This paper reflects on both teacher and student perceptions of participating in a post-pandemic flipped classroom at a local New York City community college and discusses whether it is a beneficial post-pandemic pedagogical practice. An introductory-level course using the Blackboard learning management system (LMS) was designed and used synchronous class sessions that included a mini-lecture with review questions from students, followed by a group work activity and discussion. To get input from students in this course, a flipped classroom project was created that utilized a brief student survey, and a faculty journal was used to document the author's thoughts about challenges and benefits of the course design. Findings reveal that remote pandemic teaching materials can be preserved and repurposed for a post-pandemic teaching era, where higher education is more adaptable, personalized, and better suited to a broad range of students with diverse needs.