This study provides an empirical analysis of using online technologies and team problem solving sessions to shift an undergraduate fluid mechanics course from a traditional lecture format to a collaborative learning environment. Students were from three consecutive semesters of the same course taught by the same professor. Two treatment groups (Flipped, FlippedPlus) used different combinations of online technologies (Tegrity, WileyPlus, NetTexts). These students solved the same problems (100 plus) in class working in teams of two using desktop whiteboard tablets while receiving “just-in-time” tutoring provided by the instructor and graduate assistants. Out of class, the treatment groups watched 72 video lectures (11 minutes, average) covering course topics and example problems being solved. The comparison group received three-50 minute weekly in-class lectures. Data included three midterms and a final exam. Results revealed that even though the students in the FlippedPlus class had an average GPA that was lowest for all groups, their average final exam score was highest for all groups followed by the Flipped class students. While the results hold promise, additional research is needed to support these findings.