Flipped classes are designed to facilitate self-teaching, self-assessment, and self-regulation (Talbert, 2017). Because flipped classes demand more student responsibility than traditional classes, monitoring their own learning and making adjustments are crucial in helping students perceive this increase as manageable. The current study hypothesized that students in flipped classes would show increases across the semester in their self-regulated learning and that students who engaged in reflective writing tasks (e.g., Nilson, 2013) would show more improvement than those who did not. Data were analyzed from a sample of 332 students enrolled in courses across multiple disciplines. Contrary to expectations, students' motivation and learning strategy scores decreased or remained stable across the semester, except for peer learning, which improved. In general, completing reflective writing tasks seemed to attenuate the decline in motivation scores and actually improve some learning strategy scores. These results suggest the benefit of reflective writing, and future research should examine other mediating/moderating factors, like mindset, in studies involving self-regulated learning and flipped classrooms. Methodological challenges in conducting multidisciplinary SoTL research also are discussed.