Flipped classrooms are becoming increasingly prevalent at the undergraduate level as institutions seek cost-saving measures while also desiring to implement technological innovations to attract 21st century learners. This study examined undergraduate pre-calculus students' (N=427) experiences, attitudes and mathematical knowledge in a flipped classroom format compared to students in a traditional lecture format. Our initial results indicate students in the flipped format were more positive about their overall classroom experiences, were more confident in their mathematical abilities, were more willing to collaborate to solve mathematical problems, and achieved slightly higher gains in mathematical knowledge.