Nowadays, the 'flipped classroom' approach is taking the center stage within medical education. However, very few reports on the implementation of the flipped classroom in neurology have been published to date, and this educational model still represents a challenge for students and educators alike. In this manuscript, a group of neurology educators from the American Academy of Neurology's A.B. Baker Section on Neurological Education analyze reports of flipped classroom implementation in other medical/surgical subspecialties, review the current implementation of flipped classrooms in neurology, and discuss future strategies to flip the neurology curriculum through contextualization of the benefits and the consequences. This article is protected by copyright. All rights reserved.