Research has shown that people are most strongly motivated to learn when they are actively involved and clearly see a need to know. Active learning may embrace a number of inductive educational techniques and constructivists methods one of which is a recent pedagogical model called the flipped classroom. In a flipped classroom, the typical lecture and homework elements of a course are reversed. Readings and lectures are pre-done by students at home, while classroom sessions are devoted to exercises, projects, or discussions. Flipping is supported greatly by open educational resources (OERs). These OERs include online videos, podcasts, webinars, e-books, and Massive Open Online Courses (MOOCs). Teachers who are flipping their classrooms report increased student achievement, greater student engagement, and improved emotional readiness toward learning. This study examined whether or not a MOOC could be used to successfully flip an aviation course and increase student academic performance. The analysis discovered a moderate correlation, r = .29, p < .05, between the student’s final exam score and taking the course assisted by the MOOC. The study also revealed a moderate correlation, r = .36, p < .01, between a student’s course outcome (pass or fail) and taking the course assisted by the MOOC. The findings of this study suggest that MOOCs, when used to flip an aviation classroom setting, can result in higher student performance and increased passing rate. Further study is recommended in other courses that are supplemented by MOOCs.