This article explores how the inverted classroom model influences cooperation, innovation, and task orientation in learning. It compares an inverted introductory statistics class with a traditional one at the same university. The study used mixed-methods research, including the College and University Classroom Environment Inventory (CUCEI), field notes, interviews, and focus groups. Students in the inverted classroom were less satisfied with how the classroom structure oriented them to learning tasks but were more open to cooperative learning and innovative teaching methods. These findings suggest that the inverted classroom can contribute to the stability and connectedness of classroom learning communities. The inverted classroom is a type of blended learning that uses technology to move lectures outside the classroom and uses learning activities to bring practice with concepts inside. This approach contrasts with the traditional model, where lectures occur in class and homework is assigned for practice. The inverted classroom has been around for decades, but the concept presented here is novel due to the regular and systematic use of interactive technologies in the learning process. Blended learning combines face-to-face classroom experiences with online learning, and research shows that for blended learning to be successful, the online and face-to-face portions must coherently support each other. Interactive technologies allow educators to qualitatively reconceptualize teaching and learning dynamics, creating more connected and stable learning communities. The inverted classroom design aims to move lectures outside the classroom to make room for in-class investigations, contrasting with the call for blended learning to reconceptualize the learning process to create stable and connected learning communities. This study investigates the learning environments of two college-level introductory statistics classrooms to inform teaching practice and suggest implications for structuring productive classroom learning.This article explores how the inverted classroom model influences cooperation, innovation, and task orientation in learning. It compares an inverted introductory statistics class with a traditional one at the same university. The study used mixed-methods research, including the College and University Classroom Environment Inventory (CUCEI), field notes, interviews, and focus groups. Students in the inverted classroom were less satisfied with how the classroom structure oriented them to learning tasks but were more open to cooperative learning and innovative teaching methods. These findings suggest that the inverted classroom can contribute to the stability and connectedness of classroom learning communities. The inverted classroom is a type of blended learning that uses technology to move lectures outside the classroom and uses learning activities to bring practice with concepts inside. This approach contrasts with the traditional model, where lectures occur in class and homework is assigned for practice. The inverted classroom has been around for decades, but the concept presented here is novel due to the regular and systematic use of interactive technologies in the learning process. Blended learning combines face-to-face classroom experiences with online learning, and research shows that for blended learning to be successful, the online and face-to-face portions must coherently support each other. Interactive technologies allow educators to qualitatively reconceptualize teaching and learning dynamics, creating more connected and stable learning communities. The inverted classroom design aims to move lectures outside the classroom to make room for in-class investigations, contrasting with the call for blended learning to reconceptualize the learning process to create stable and connected learning communities. This study investigates the learning environments of two college-level introductory statistics classrooms to inform teaching practice and suggest implications for structuring productive classroom learning.