This article reports on a study of K–12 teachers' responses to an innovative flipped professional development series focused on literacy instruction. Thirty‐six participants voluntarily enrolled in one or more of three professional development courses. Findings address teacher evaluation of the efficacy of both the structure and the content of the courses. The flipped model appears worthy of further exploration as an effective means of offering professional development opportunities in literacy to teachers. A rationale is presented for selecting and applying the flipped model, and the design process is shared to facilitate replication.