The 'flipped' classroom has received much attention recently among educators as an innovative method to improve instruction in order to make the classroom more student-centered (Bergman and Sams, 2009; Morgan, 2011; Overmeyer, 2010). In brief, the flipped classroom makes use of video/screen capturing technology to capture content rich lectures, making them student homework. As a result, formal lecture time in the classroom is drastically reduced, allowing a more active learning environment consisting of demonstrations, problem-based learning, critical thinking etc. to be introduced without sacrificing precious instructional time to lecturing. The flipped classroom is not a specific prescriptive methodology to teaching; instead, flipping the classroom is focused on the learning activities that occur in the classroom beyond traditional lecture. The flipped classroom discussed in this presentation was implemented in large (N > 300) university lecture classes. The aim of this presentation is to discuss best practices and challenges of implementing the 'flipped' classroom in general chemistry and how to administer a "flipped" chemistry classroom at the high school or university level.