This action research study aims to explore the effectiveness of the Flipped Classroom (FC) teaching strategy in the engagement of architectural engineering students in a construction technology course. The FC method is a form of blended learning that significantly improves student learning over face-to-face or online courses. The research objectives are as follows: to design an evidence-based FC; to test how the use of technology in the FC method will affect students' engagement; to verify the extent to which class activities affect the students' ability to apply their acquired knowledge about the topic; to evaluate the FC experience versus the traditional lecture method. Research The Class was structured in four parts: purpose, prior-to-class activity, in-class activity, and closing. Data is collected using observation and survey. The researcher concluded that: the FC method was effective in engaging students; the engagement with technology is dependent on the level of achievement using that technology; the researcher should perform summative assessments before the FC to ensure students' preparation; the quiz, competition, and exhibition were suitable activities to the topic selected.