In this flipped health assessment course, it was important to include student buy-in, collaborative learning, strategies to engage students, role-modeling, and active learning. In preparation for each class, students read assigned textbook pages, watch health assessment skill-specific videos, and complete other learning activities. Preparation for class requires several hours of work to provide students with an understanding of the skills so they can begin practicing them in the laboratory. In class, a brief discussion about the homework assignments is followed by an hour lecture on specific health assessment skills. Students then move to the simulation laboratory in various size groups depending on the skills to be covered. Faculty demonstrate the specific skills students are expected to practice with their laboratory partner. Then, students ask questions, have one-to-one assistance if they are having difficulty with the skills, and complete a return demonstration to the faculty. Once back in the classroom, a short group discussion takes place about students' experiences performing the skills followed by a lecture on a new set of health assessment skills, which are also reviewed as part of the students' preclass preparation. Students return to the laboratory in groups and repeat the same process with these additional skills. The class ends with the completion of this second skills practice session. Formative and summative evaluations are used in this course. Evaluations include written unit examinations, a written comprehensive final examination, skills test-outs with each laboratory session, and a final head-to-toe physical assessment at the end of the course. The final head-to-toe assessment is completed by students on their laboratory partner and observed by the faculty member. Students are allowed a note card with limited information to guide their performance and 3 errors during the final head-to-toe physical assessment. Student feedback has been positive for this flipped format.