Abstract: This grounded theory study is investigating how medical students learn from direct involvement in evaluating a technology-facilitated learner-centered undergraduate medical education curriculum. Specifically, we focused our investigation on learners’ experience evaluating the pre-clerkship curriculum, which has been constructed based on the flipped classroom model. Initial analysis of 24 individual student interviews revealed themes illustrating the impact evaluation activities had on their educational endeavors. These activities prompted students to: practice reflection; hone skills to communicate differing opinions and provide effective feedback; acquire deeper understanding of the curriculum; and appreciate the significance of evaluation as a process empowering students to participate in their own learning. Whereas traditional evaluation theories emphasize the importance of evaluation as a way to inform program practice and improvement, the current study expands this notion by revealing a direct educational impact achieved through learners’ participation in evaluation activities. Most importantly, learners’ curriculum evaluation experiences were consistent with their other flipped learning experiences, emphasizing a learner-centered approach. Findings from this study could inform other practitioners implementing flipped classroom model to consider evaluation practices that support their learner-centered vision.