A flipped classroom approach consists of two distinct parts: direct on- line instruction in the students’ own time and at their own pace, and interactive group lea rning and problem - solving activities in scheduled classes. This approach has the potential to suit theoretical and practice -based courses such as technology education. This article outlines a study on students’ views of using the flipped classroom approach to learning from the perspective of first and second year engineering students undertaking a module of learning in Dynamics. Engineering, like many technology related courses is both theoretical and practical in nature. The study investigates students’ vi ews of the use of the flipped classroom approach using focus -group and individual interviews after they had experienced it. The flipped classroom approach facilitated students’ exposure to theoretical ideas in their own time through online lectures, thus m aximising time for problem solving activity with their face -to-face lecturer support. This res earch suggests several key factors within two broad categories that students felt influenced their learning. These categories were identified as Perspectives of L ecturer Behaviour and Perspectives on Student Behaviour. The article concludes with a number o f recommendations aimed at improving the teaching and learning experiences for students in the flipped classroom and makes links to the potential applications for other design and technology education disciplines.