Each year about half a million students fail to make planned academic progress due to college algebra, hence the need for researchers to find ways of improving the quality of instruction in the course. Recent research suggests that flipping college algebra to allow time for active learning in the classroom may improve student performance. Also, the costs of college textbooks have skyrocketed in the last few years, preventing or discouraging students from obtaining crucial learning resources. To address both concerns, the researcher implemented a flipped college algebra classroom and based all lessons on a free textbook. Videos and corresponding problem sets were created and made available to students on the Internet. Outside class, students viewed videos, took notes, and completed video problem assignments. Inside class, students worked with other students to complete in-class problem assignments. Students described their experience in the flipped classroom in an anonymous essay and an online survey, and the researcher recorded field notes of his observations throughout the term. This study reports student and instructor perceptions of the flipped college algebra classroom.