This paper presents an original case-based methodology of flipped learning with a specific focus on a financial accounting class. The motivation of this study stems from the questions: (1) How can accounting knowledge be applied to the real world while being taught in the class, (2) What motivates students to actively participate in the class? and, (3) What stimulates students’ motivation to apply transferable skills in daily life? The flipped syllabus along with interactive learning material and the user-interface is introduced through video excerpts. In-class and out-of-class assignments and team exercises are described in detail, that are intended to foster pro-active class participation, meaningful debates and analytical thinking. Throughout the case, examples of unique approaches to specific accounting-related subjects are portrayed along with student success rates and individual feedback given to the instructor. As compared to traditional lectures, flipped classroom lectures that take place in specially designed “flipped” classrooms where students achieve collaborative learning and have to prepare themselves through online/offline material and online video lectures that serve as “teasers” prior to coming to class. This class has been taught by the same instructor since the beginning of the flipped accounting programs and thus, the researcher has been able to observe student beliefs, attitudes and motivations and as well success rates and feedback (biases) prior to taking the course as well as student performance evaluations of the course and the teaching method after the course. Data gathered is of descriptive nature. Outcomes are manifold, however one theme is in common: students are consistently praising the success of the system and the class especially due to its resemblance to the “real business world” and reiterate how well they have learned to apply all concepts in their daily lives.