The primary objective of this research is to use data gathered from a semester of a Flippedfreshman English for Academic Purposes (EAP) course to examine our assumptions aboutFlipped Learning. To this end and to further improve the course, the following researchquestions emerged: How long is the optimal length of a video to capture students’ attention?;Why are some videos viewed more than others?; Why do certain videos capture students’attention for longer?; Why do students engage in some online activities more than others?.To answer these questions, YouTube and Blackboard analytics were gathered from thesecond year EAP course and compared against students’ perceptions in surveys and a focusgroup. Based on what we learnt, we asked ourselves: How can we adapt our Flippedcourses to encourage the successful patterns of learning of our learners and discourage theunsuccessful patterns? Based on the analysis of outcomes, we have identified that our EAPFlipped best-practice theories are effective, and we have further developed best practicesthat lead to student success and removed those hindering progress. Based on theseimplications, a number of clear lessons have been learned that will be incorporated intofuture courses.