The junior level course, CE 355 (Principles of Transportation Engineering) at a “large midwestern university” used a flipped classroom approach. The students were expected to watch lectures prior to class and take a comprehension quiz. The time spent in class was then dedicated to student collaborative problem solving and group discussion. 64 students were originally enrolled in the course, but 3 dropped out. Upon completion of the course, 50 students took a post course survey and 36 students participated in focus-group interviews. The survey consisted of questions relating to student perspectives of the online and face to face components and the satisfaction with the course as a whole. The interviews consisted of student perspective questions not addressed in the survey. 5 groups of 16 students were also recorded during in-class problem solving sessions during the 4th and 12th week of the semester.