The need to serve increasingly diverse learning communities requires a curriculum that not only recognizes alternative modes of thinking but also helps students develop the complex thinking skills required by industry. Classroom inversion or “flipping” can provide a useful framework for this new paradigm by pre-engaging students with the material. The classroom lecture can then be replaced with collaborative problem solving exercises or model eliciting activities. While the most common methods used for pre-engagement include streamed lectures or podcasts, these techniques are subject to some of the same concerns associated with passive lectures or assigned readings. In this paper we present an approach for classroom inversion that is based on three premises: pre-engagement occurs through online interactive modules, classroom lectures are replaced with group problem solving activities, and homework assignments incorporate open ended problems or model eliciting activities. Examples of online interactive modules in accounting and cost estimating are presented. We follow with a discussion of the resultant transformation of the classroom learning environment along with some samples incorporating open-ended problem solving exercises. Preliminary assessments indicating gains in student learning along with future directions and implications for a broader approach to innovation and entrepreneurship is discussed.