Abstract: The Flipped Classroom model has gained popularity in recent years. While anecdotal indicates that this model of instruction has the potential to be effective, there is little empirical evidence to support that claim. Meanwhile, technology integration courses for pre-service teachers have experienced criticism in recent years as being unnecessary or at least un-engaging. My own decade of experience of teaching these classes resulted in frustration for myself and my students as options for differentiation were limited. This action research study reveals how the use of the Flipped Classroom model paired with project-based learning re-invigorated my teaching, engaged my students, and resulted in greater appreciation for and transfer of course concepts.