The flipped classroom is an alternative teaching strategy that helps students apply knowledge learned in the classroom into the clinical setting by engaging students in active learning activities that promote problem-solving abilities, critical thinking skills, and clinical decision-making skills. The problem that was addressed in the study is the inability of students to apply knowledge learned in the classroom into the clinical setting. The purpose of this quantitative archived data study was to compare the flipped classroom and traditional lecture teaching strategies through measurement of nursing students' exam scores and overall course averages of between the control and treatment group. The archived data sample included exam scores from 210 undergraduate nursing students, and the overall course average grade from four different courses, two traditional lecture courses and two flipped classroom courses. Archived exam scores and overall course averages were collected through BlackBoard LMS and analyzed using IBM SPSS software. An independent samples t-test was used for statistical analysis, indicating that statistically significant differences existed between the exam scores in the flipped classroom courses for exam 2 (M = 83.89) and exam 3 (M = 90.11) compared to traditional lecture courses for exam 2 (M = 82.10) and exam 3 (M = 83.89) and in overall course averages between the flipped classroom courses (M= 87.95) and traditional lecture courses (M = 85.30). Future studies that include a qualitative component would be beneficial to explore the students' and educators' experiences with the flipped classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]