The present study investigated student learning experience and collaborative learning outcomes when enrolled in a flipped classroom setting integrated with team-based learning in a pre-service teacher education program. In addition, it examined whether collaboration outcomes in such a setting are related to individual student learning as well as to their collective self-esteem and collaborative learning attitudes. This flipped course was taught to 30 students in a Korean university in the fall of 2014. The results indicated that the students invested more time in learning in the flipped class than in conventional pre-service teacher education classes. Second, it appeared that participants' self-regulated learning ability increased after the 15-week flipped class. Finally, team achievement was related to students' individual readiness for the flipped class, but not with students' collective self-esteem and attitude toward collaborative learning.