In recent years, educational innovation has been making great strides, which has been fostered, in part, by the European Higher Education Area. New pedagogical trends are spreading at an increasing rate, and at times it seems that before the practices and benefits of one methodology can be assimilated, the next trend is underway.

The “Flipped Classroom” model may be considered one the latest trends. However, this approach is gradually and consistently gaining ground across the whole range of educational centers, from preschools to universities. And furthermore, the literature already includes reports of experiences from all over the globe. This model essentially consists of reorganizing the traditional distribution of time inside and outside the classroom, while at the same time shifting the role of protagonist in the learning process from the educator to the learner.

Nine years after the first thoroughly documented case of an inverted or flipped classroom and following the enormous success of the free educational model of Khan Academy, educators around the world have successfully adopted this practice. Nevertheless, this methodology is not without its drawbacks and limitations; for example, it depends significantly on the specific educational context and the student body profile. Following a brief description of this model, a flipped classroom plan that was not successfully put into practice is examined. Then, the factors that may have facilitated or harmed this specific proposal are analyzed. And lastly, conclusions are drawn based on this initially unsuccessful experiment.