The Flipped Museum is an innovative model in which high school students engage in online learning before and after a museum experience at the North Carolina Museum of Art. This model, inspired by the “flipped classroom,” inverts the delivery and application of knowledge in a museum setting. Beginning with an overview of the pedagogical framework that influenced this program and other initiatives in distance learning, this article examines details of the Flipped Museum pilot. It also explores the successes and challenges faced, based on qualitative and quantitative evaluation data. This case study illustrates how the instructional design and content of a blended learning experience can increase learning outcomes, create emotional connections, and foster positive museum experiences for students across the state. We discuss the implications of this experience with respect for further research and make recommendations for effective design of future Flipped Museum programs.