A flipped learning approach was implemented in my college trigonometry course. Before the start of the semester, the Canvas course site was redesigned to include video(s), PowerPoint, and other materials for each class meeting. Students were expected to watch the video(s) and/or study the PowerPoint prior to class, write down their study notes and questions, and submit their notes to the instructor at the beginning of class. During the first 15 minutes or so of class, the main points of the topics were addressed, and the students’ questions were answered. Then students worked on a worksheet in groups. While the students worked in groups, the instructor walked around to check for and answer any question they might have. At the end of class, worksheets were collected for grading. The previously graded worksheets were also returned to students at the end of class so that if there were any problems on the graded worksheets, The instructor could discuss them with students individually. The flipped learning approach showed very promising results: 1. Class attendance was improved. A traditional face-to-face class the instructor had taught has about 50% attendance rate. This is especially the case after midterm. But the flipped class had a higher attendance rate – almost 100% before midterm and 87.5% or better after midterm. The high attendance rate was mainly due to the requirements that students must work on a worksheet as groups and submit it at the end of class. 2. Students’ participation was increased, and thus active learning was achieved. While working on their worksheets in groups, students have more opportunities to communicate their ideas with each other. This helped students not only to understand the subject matters better, but also improve their communication skills, stimulate their interest in the subject, and sort the concepts involved straight and clear. 3. The flipped approach resulted in better learning outcomes and a lower DWF rate. 50% of the class received an A grade, 25% of students received a B, and another 25% students received a C, and thus a 100% passing rate was achieved.