Flipped/Inverted classroom study is lead by Dr. Cary Roseth and Dr. Lisa Linnenbrink-Garcia. In this study we are researching the development of learning in college classroom setting, by flipping the classroom. We are examining a large lecture course in an anatomy at a mid-western university. The outcomes we are interested in analyzing are: class preparation, engagement, attentional control, behavioral regulation, and various motivational aspects. We have explored the use of many instruments and scales to measure these outcomes and are now collecting data from these college students.