Teachers are increasingly adopting flipped instruction for individual lessons or even entire courses. Typically, flipped instruction involves a teacher assigning videos for homework and then using in-class time for students to solve problems--that is, the settings for content delivery and completing assignments have "flipped." In studying a variety of flipped lessons, the authors found that teachers' goals of reserving more time for personalized learning and collaboration were not always met, partly because some of these goals were in tension with one another. Although flipped learning opportunities were personalized (e.g., students could watch videos at their own pace), students sometimes worked independently during class rather than talking collaboratively and building meaning together. Teachers sometimes felt separated from, rather than closer to, students as they worked. In this article, the authors present a few ideas for using flipped instruction to promote collaboration among students during flipped lessons.