The purpose of this study was to investigate the effect of a flipped classroom model in an affluent suburban biology classroom through pre- and posttest data, a motivation and learning environment perception Likert scale survey, student interviews, and classroom observations. The instruments used were to analyze the effect of a flipped classroom model on academic performance, student motivation, and learning environment perception. The results of this study demonstrated no significant difference between traditional and flipped classrooms with both classrooms having a positive perception of their learning environment. The findings of this study will facilitate the improvement of instruction for 21st century students as well as best practices for technology implementation within the classroom.