The term "flipping the classroom" is relatively recent, although elements of the underlying principles have been around for many years. It is generally accepted that the "flipped classroom model" consists of replacing direct instruction, or lectures, with video clips to be watched off campus, and using face-to-face class time to engage students in active learning activities. Flipping the classroom has been made easier by access to video technologies. The model was initially adopted for use in secondary education, but is increasingly considered by teachers in higher education. However, there is both confusion and scepticism about the concept, and whether there are any benefits in adopting it. In this exploratory study, the main focus was on identifying what staff in three institutions of higher education in New Zealand considered to be the reasons for adopting, and/or for not adopting, or challenges in adopting, this model. In this article, we will report on the findings from the survey part of this mixed-methods study. The findings suggest some respondents saw no value in adopting a flipped classroom model; some considered active learning to be the main idea behind the flipped classroom model (and that this was an old idea in a new guise); and some had or would like to implement the model, but had encountered or were anticipating some challenges in doing so. The findings also suggested a range or lack of common understanding of what the flipped classroom model means. This highlighted the importance of clarifying a definition in any research project and reporting exactly what is meant by "flipped classroom model" in order to avoid conceptual confusion.