In the traditional classroom model,students learn concepts in class and apply what they learnt while working on related problems at home.In the flipped classroom,students would learn content outside classroom time,often at home via video lectures.The freed up class time is then used for more in-depth,application-based learning activities.These higher level cognitive tasks increase the opportunities for collaborative work among students.As more and more teachers are adopting the flipped classroom model,it is an opportune time for us to study if teachers and students share a common understanding of what a flipped classroom entails,as well as what benefits a successfully flipped classroom promises since such an alignment bring about realization of the full potential of implementing the flipped classroom.In this research,we surveyed 22 teachers and 188 students at an institute of higher learning in Singapore where the flipped classroom had been implemented for two semesters.We found that even though there is agreement between teachers and students on the salient features of the flipped classrooms,they do not share a common understanding of what the flipped classroom is and the key benefits of flipping the classroom.We provided some practical recommendations on how to better align teachers and students in their understanding and expectations of the flipped classroom.