Team-based and problem-based learning to create a flipped classroom environment are innovative pedagogical approaches used in many healthcare curricula. Flipping the classroom has been found to increase student motivation to complete assigned readings prior to class, increase student engagement and participation, develop teamwork skills, and better understand key academic concepts. This study utilized a mixed-method design that consisted of a pre-survey, intervention, and post-surveys to examine entry-level occupational therapy doctoral students' perceptions of accountability, instructional preference, and satisfaction with a flipped classroom in a newly developed course.