The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped classrooms are shared.Keywords: flipped classroom, pedagogy, counselor education Although the concept of the flipped classroom has been around for years and in various formats, it is most often attributed to Bergmann and Sams (2012), who flipped their high school science classes starting in 2006. Since then, the number of flipped classrooms has increased (Educause, 2012). The flipped classroom can be considered "an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computerbased individual instruction outside the classroom" (Bishop & Verleger, 2013, p. 4). Students spend time before class not only reading the material but also engaging with it, allowing them to become more actively involved in their own learning both before and during class (Herreid & Schiller, 2013).Empirical research on the flipped classroom in higher education is limited and has mainly been conducted with undergraduate students and in science fields, but the existing research shows relatively positive results (Bishop & Verleger, 2013). For example, higher performance on exams was associated with flipped classrooms (Day & Foley, 2006;Mason, Shuman, & Cook, 2013), as was increased performance on homework and projects (Day & Foley, 2006). In addition, Enfield (2013) reported that students participating in a flipped classroom indicated that class was engaging and they felt more confident in their ability to learn independently.Tune, Sturek, and Basile (2013) studied graduate students enrolled in flipped physiology courses and reported that the preclass activities allowed students to generate more thoughtful questions for class discussion. They also found that students scored higher on exams than students taking a traditional course. However, publications and research addressing the use of the flipped classroom in the field of counselor education are nonexistent. Therefore, the purpose of this article is to introduce counselor educators to the flipped classroom by discussing the characteristics, advantages, and disadvantages of using a flipped-classroom approach and by providing a case example of how the flipped classroom can be applied in a master's-level counselor education course.