[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A causal-comparative design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. The results of the current study mirrored those of previous works reporting that the flipped classroom approach offers flexibility with no loss of performance when compared to traditional lecture-based environments.