One of the most pressing issues in today’s engineering education is whether we need/need-not to change from conventional engineering education and explore more creative and innovative ways to educate engineers to be ready for today’s dynamic and disruptive industry. Research indicates that employers are now seeking engineers with soft skills such as critical thinking, problem-solving, lifelong learning, and others in addition to their technical skills. Thus, one needs to ask the question, do we equip and prepare our students with the right soft skills, in addition to the technical skills, using conventional engineering education? Are there any other educational approach that could help in developing the student soft skills? To address these questions, we studied the implementation of the flipped classroom methodology in two of the upper-division Industrial Engineering courses. We explored, via a survey, the students’ learning and perspective in two flipped classrooms from the lens of the reported advantages and advantages categories in the literature. The results of the survey indicated that the flipped classroom model improved the students’ critical thinking skills, promote creativity, helped them focus on problem-solving, improved their ICT skills, and improved their learning performance. On the other hand, the top disadvantages based on the students’ perspective included the not preferred method, time-consuming, unfair method, and resistance to change.