Design studio teaching has historically been based on the direct transmission of knowledge from teacher to apprentice, as well as on the skills students acquire from repeated practice of the trade. While this tradition has been the basis for the architecture's educational models for more than three centuries, the role of the student remains passive throughout the process. With the inclusion of new technologies in teaching, the opportunity to update studio methodologies arises. This paper presents a case study where inverted classroom model (ICM) was used in the first-year design studio in the School of Architecture at Universidad de Los Andes in Bogota, Colombia. Through tangible results and surveys designed specifically to investigate critical issues at different stages, this study reflects on the significance of ICM and its application to the teaching of architecture. The experience shows pedagogical, didactic and technological challenges shifting from traditional studio model to ICM. Through this experience, it has become clear that although teaching in an ICM is a process that must be contextualized within local teaching practices, it contributes toward learner autonomy, promotes individual and collaborative work and transforms the whole methodological scheme of the classroom.