Digital simulations, computer assisted instructions, videos etc. to enhance learning have limited effects unless the traditional teaching model is transformed. Flipped learning is an innovative model of a classroom structure where the coverage of content occurs outside of the classroom learning space using video/podcasts and class time is made available for students to engage in hands-on collaborative learning. This study traces the evolution of student engagement in a activity oriented chemistry flipped classroom in comparison to a traditional class XI Chemistry course. The lecture content of the flipped class was delivered online via videos. Class time was utilized for problem solving and active student-centered learning. The content in traditional class was taught using lecture method. The learning environment and activity in both the classrooms were investigated using the WIHIC [What is happening in this class] inventory. Results of the quantitative data analysis support the efficacy of the instructional activities on the learning environment of the flipped classroom.