Abstract: Flipped learning has been actively applied in university, but learners’ intention to retake flipped learning has been decreasing. Therefore, this study aims to prove the structural relationships of factors related to the learners’ intention of course re-selection. The data were collected from 551 university students who took flipped learning at C university in China and analyzed using SPSS and AMOS. As a result, perceived interaction, task value, and student engagement had a significant effect on intention of course re-selection in the flipped learning. Next, perceived interaction and task value had significant effects on student engagement in the flipped learning. Lastly, student engagement had a mediating effect between perceived interaction, task value, and intention of course re-selection in the flipped learning. Therefore, in order to improve learners' intention of course re-selection in the flipped learning, it is necessary to design a course to promote perceived interaction, task value, and student engagement.