This paper reports on two criminal law classes in which I instituted a flipped-class methodology. The classes were mandatory and contained large numbers of students (over 120 in each). The asynchronous out-of-class materials were well received but students were reluctant to engage in discussions and other interactive activities in the synchronous classes. The students were much more willing to speak privately at the end of the classes, which limited their opportunities to learn from each other. Nevertheless, of the 44 students who mentioned the synchronous classes in feedback, twice as many (n=29) supported discursive and interactive classes as opposed them (n=15). The paper reviews the literature on a number of possible solutions, and concludes with some reflections on how I might adapt this literature to improve synchronous sessions as part of an overall flipped methodology. Keywords: Student engagement; Flipped class; Class discussion; Large classes