This paper examined different factors that contribute to the efficacy of flipped classrooms for students, focusing primarily on the degree to which students interacted with material outside of the classroom and their motivation for doing so. The researchers analyzed several different aspects of pre-recorded lectures, such as the length of the videos and their timing over the course of the semester. They also examined individual difference predictors among the students, primarily focusing on their attitudes towards flipped classroom learning and their goal orientations (GO), such as mastery GO (focusing on improving abilities) and performance GO (striving to demonstrate competence). The researchers used a series of surveys over the course of the semester to track student behavior and reactions to the material, and analyzed the data to look for interactions between the students’ behaviors and the individual difference predictors. The researchers found that the length of the video was negatively correlated with the amount of time students spent watching them, but that the effect of time during the semester was not significantly correlated with student behavior. The researchers also found that the different Goal Orientations did significantly impact behaviors: Mastery GO was positively related to watch time while Performance-Avoidance GO was negatively correlated to the amount of time students spent watching the lectures. They also found that individuals with Performance-Avoidance GO tended to watch less of the lectures as the semester progressed. In light of these findings, the researchers concluded that flipped classrooms would likely benefit from future research into individual differences of the students, such as conscientiousness, and efforts of professors to increase their students’ Mastery GO through communicating the value of the material or motivating/incentivizing students to watch the lectures.