The purpose of this study is to develop a case for flipped learning and implement it to real classroom based on the literature review and case studies. This study is also aimed to provide oversight and monitoring of an intervention study to ensure the effect of flipped learning on motivation and self-efficacy. Furthermore, qualitative data were also explored in order to have a better understanding of the actual teaching and learning circumstance and context. Participants who are involving in a series of flipped learning curriculum of “exercise physiology” for 4 weeks are 39 sophomore students (33 males, 6 females) of physical education at a University in Korea. First, students were asked to take a motivation test and a self-efficacy test prior to and after the experiment and the results were analyzed by the paired ttests. Secondly, qualitative data that were collected through the class observation, in-depth interviews, and semi-structured surveys were analyzed by the qualitative data analysis software package, ATLAS.ti., in order to reveal the groundedness from data and build the conceptual network between nodes. The results indicate that the flipped learning is associated with significant improvements in self-efficacy (p < .01), but not with motivation. Findings suggest that the intervention of flipped learning turned out to be effective to develop self-efficacy for learning. Four major themes emerged from the qualitative data analysis: finding problems of flipped learning; seeking and applying improvement methods; discovering positive effects of flipped learning; and adapting to flipped learning. Overall study participants were found to be influenced by positive effects of flipped learning such as ‘not feeling sleepy in the class (at least)’ and ‘active participation to class’ despite facing strong resistance from class, where initially skepticism appeared. Students managed to get used to the flipped learning by seeking improvement methods and applying meta-cognition in their learning process.