https://doi.org/10.1177/1932202X20919357 Journal of Advanced Academics 1–19 © The Author(s) 2020 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/1932202X20919357 journals.sagepub.com/home/joaa Article Flipping a Classroom for Academically Talented Students Erin S. Gelgoot 1 , Paul F. Bulakowski 2 , and Frank C. Worrell 1 Abstract In flipped classrooms, students learn course content by watching flipped lessons (videos) outside of class time. During class, instructors guide learning by answering questions, facilitating projects, and fostering relationships with students. Although flipped classrooms are gaining popularity in secondary school settings, most research is performed with college-age samples. In this study, we compared two sections of a summer-based cognitive neuroscience course for academically talented youth: a flipped class and a class with traditional face-to-face instruction. Measures of academic achievement did not differ between the classes. The flipped class spent more time watching and re-watching lessons than the traditional class spent reading texts. Students rated organization, clarity, and enjoyment significantly higher in the traditional class. Despite these findings, the majority of students in both classes requested flipped lessons in the future. These results can inform how to flip classrooms for highly motivated secondary school students. Keywords flipped classroom, teaching/learning strategies, educational technology, secondary instruction, academic talent On average, youth aged 8 to 18 in the United States are exposed to 7 hours and 50 minutes of media each day (Roberts & Foehr, 2008). Youth devote more time to con- suming media and using technology than to any other waking activity. Teachers are using technology to enrich students’ learning experiences inside and outside of the classroom. In 2012, high school chemistry teachers, Bergmann and Sams, popularized 1 University of California, Berkeley, USA 2 Mind My Education, Sacramento, USA Corresponding Author: Erin S. Gelgoot, University of California, Berkeley, 2121 Berkeley Way West, Berkeley, CA 94704, USA. Email: erin.gelgoot@berkeley.edu 919357JOA XX X 10.1177/1932202X20919357Journal of Advanced AcademicsGelgoot et al. research-article 2020