This article discusses the reasons for flipping a classroom in an Engineering course and for including cooperative learning, supported by the literature. The case study then notes the challenges in changing the teaching mode, for example, in building front-loaded resources, and in coaxing students into using them. Bloom's taxonomy enables constructive alignment, adding a significant third pedagogic adjustment. Evidence from students shows what worked and what didn't. Findings were likely to alert other lecturers attempting greater student engagement to what is entailed and to the commonality of time-expense when improving learning outcomes. Then student feedback on the learning experience was analysed to show their perspective on the changes, and to be used to fine-tune the course for a second cycle of action research. The results showed that flipped classroom helped to develop and improve students’ learning and critical analysis skills. Furthermore, cooperative learning improved students’ communication skills and enabled them to build their teamwork and problem-solving skills. More than 90% of students agreed that flipped classroom with cooperative learning enabled them to extend their skills. Nonetheless, we show how much work is required to achieve this, and what pitfalls lie in the way.