Abstract: In view of rare flipped classroom research conducted in university-level engineering subjects, the goal of this quasi-experimental study is to explore students’ performance, motivation, and preference towards flipping a university’s engineering mathematics course. This flipped classroom applies the holistic FLIPPED model (flexible environment, learning culture, intentional content, professional educators, progressive activities, engaging experiences, and diversified platform) that Chen, Wang, Kinshuk, and Chen (2014) developed. The instructor recorded the video lectures for students to preview before the classes, designed in-class exercises, divided students into groups, and had students demonstrate intentional knowledge. By collecting quantitative data of class quizzes, a Motivated Strategies for Learning Questionnaire (MSLQ), and the FLIPPED questionnaire, the results turned out to be positive. The data showed that student learning and motivation were improved, and that students als