In the past decade various intervention strategies have been adopted by the Department of Statistics at the University of Pretoria to address the problem of low success rates of its first level Statistics students. In January 2013 we embarked on the challenge of inverting traditional teaching methods. The new generation students come to class armed with smartphones and tablets. Technological innovation can hence be roped in to facilitate the teaching and learning of Statistics. In a flipped classroom environment, the transfer of information takes place online in the form of podcasts or YouTube videos, as well as pre-reading and using the Aplia online-homework system. This approach allows for more quality time to be spent interacting with students inside the lecture hall, thus enhancing the deep learning process which takes place when students participate in tutorials to re-enforce and consolidate knowledge. The impact of the inverted teaching model will be discussed.