For quite a while now, cooperative learning, group-work, minimized teacher talk time, task-based teaching and other such innovative approaches to education have been common in English Language Classrooms. We have been a little ahead of the curve, haven’t we? It is not surprizing to learn that the introduction of the flipped classroom to the more traditional, lecture-based, post-secondary classrooms is seeing beneficial results. A new study from Yale University and the University of Massachusetts Amherst is based on analysis of 5 years of results of an upper level biochemistry course taught traditionally and flipped. It shows that student’s exam marks increased by approximately 12% and there was a marked improvement in female and underperforming students.