Background/Purpose. Based upon the evidence documented in educational research literature and the needs of today's technologically engaged students, learning environments have transitioned from being teacher-focused to student-focused. With this movement toward a studentfocused learning environment, various teaching strategies (eg, webinars, videos, cases, mind mapping, and concept mapping) have been introduced into the classroom. Recently, the notion of creating a “flipped classroom” has emerged in the literature. Flipped classrooms use videobased recording technology to capture faculty lectures, which are then posted online for student access. In the flipped classroom model, the placement of lectures online is only 1 part of the learning environment. To develop students as active critical thinkers, the learning environment includes in and out-of-class experiences to engage students and maximize active learning opportunities. The purposes of this method/model presentation paper are twofold. First, this study seeks to describe how the flipped classroom can move beyond online lectures to an environment that engages physical therapy students in deeper learning of pediatric content and principles. Using the Structure of Observed Learning Outcomes (SOLO) model of learning as a framework, flipped learning environments can be designed to transition students to learning experiences of increasing cognitive complexity. The scaffolding approach identified in the SOLO taxonomy provides pediatric faculty a framework for designing learning activities that can aid in moving students along the 5 stages of understanding identified by SOLO (prestructural, unistructural, multistructural, relational, and extended abstract) while exploring pediatric content. Second, the authors will share quantitative and qualitative data of a small sample of physical therapist (PT) students and their perceptions regarding the impact of this SOLO-framed flipped classroom environment within a pediatric physical therapy course. Outcomes. Students consistently perceived that the SOLO-framed flipped learning environment increased their ability to prioritize pediatric course material, enabled a deeper understanding of the material, aided in preparation for written exams and lab practical exams, fostered their oral communications skills, helped integrate concepts associated with pediatric conditions and interventions, and promoted retention of course topics. Finally, in enhancing the application of learning, students reported increased self-confidence when working with the pediatric population, and that the flipped learning environment fostered their ability to work in a team. Discussion/Conclusion. In general, the data supports that a SOLO-rich flipped learning environment engages PT students in questioning and guides them to a deeper awareness and insight specific to the pediatric course content. Thus, this is a teaching and learning strategy that could be employed by faculty, not only within pediatric courses, but also across the PT education curriculum.