Flipped classrooms are a relatively new teaching strategy where the typical lecture and homework elements of a course are reversed. Although flipped classrooms are gaining popularity, evaluations of this type of pedagogical model are limited. The purpose of this study was to investigate student views related to the effectiveness of a flipped physics classroom in a way that could inform the instructor for improving upon the course's effectiveness for all students. This study involved the use of Q methodology, a measure of subjectivity, to examine students' views of their flipped physics classroom experiences at a large, public university within a first-semester physics course for non-majors. Twenty-one of the 22 students enrolled in the class participated. The sample of statements sorted by students was selected from various student-instructor communications. Two distinct views, as well as consensus, emerged from the analyses and revealed a positive view of the flipped classroom experience, named "Active Learners," and a more passive learner view named "Unprepared Traditionalists." Students' written comments were used further to examine these views and to provide further insights related to these unique views of the flipped course. This mid-semester evaluation provided insights that led to changes within the course to improve students' learning experiences during the remainder of the semester and the following semester. The instructor began to provide a rationale for flipping the physics course, demonstrated how to access videos and other materials online, and offered time at the start of each class for students to ask questions regarding video content.