This case study of a flipped classroom initiative considers multiple stakeholder perspectives on themes of pedagogy, digitization, and organizational issues. We found that all the stakeholders were enthusiastic about flipped classrooms in principle. However, at a detailed level, there were tensions and differences between the groups with regard to the extent to which they preferred the new initiative or the status quo. The underlying explanation for these differences was explained using organizational practice theory. Stakeholders were more inclined to prefer the status quo when practices that were important to their performance were disrupted. We conclude that resistance associated with tensions arising from disruptions to organizational practices should not be dismissed as “change resistance” but accepted as an opportunity to develop new routines