As constant changes happening in the 21^(st) century, the flipped classroom has become a buzzword in the last decade. This article tried to probe the meaning and importance of flipped class, review related literature, and reveal practical problems. Finally, some possible curriculum and instruction models for the flipped class are designed. Several significant issues have been discussed, too, including how to facilitate student's active learning, how to evaluate the possibility of application, and to reflect on teachers' personality and teaching styles, as well as teachers' resistance toward the change. Conclusions were also provided with implications to inspire teachers and students to transform themselves into possible active lifelong learners in the coming era.