In recent times the flipped instructional model and TBL have grown in popularity throughout the world with great enthusiasm in the West. Many people who hear about this pedagogical approach say that ‘it just makes sense’. However does it make sense in the Asian classroom setting? Are there contextual factors that need to be addressed for its effective implementation? There are few reported studies on students’ satisfaction and cultural appropriateness of the new approach in the Asian context. The objective for the presentation is to share findings from an empirical research at the Malaysia campus of University of Reading.