This study assesses the impact of the flipped classroom model on the learning and teaching experiences in a migration course. A student questionnaire was adapted based on literature assessing the model, and the teacher’s experience was assessed through reflexive methodologies. 14 out of 33 students responded to the survey. Results show that students favoured a flipped classroom model yet it did not reflect all their learning styles. Teacher’s reflections show that most of the concerns behind implementing the model (too much preparation, not enough material during class) did not materialise, yet the model was contingent on the type of class taught and student level.