This paper reports results of a longitudinal study to investigate the impact of flipped classroom teaching strategy in college level technology courses. A within-subjects experiment design approach is used to assess self-efficacy and perception based on learning style preferences. To compare the effectiveness of flipped based (FB) classroom with that of traditional lecture based (LB) approach, selected topics were taught using the two methods. The topic of “learning with technology in special education” was taught using LB method. The FB method was used to teach four topics: Technology tools, hypermedia tools, distance teaching/learning and role of the internet and web-based learning activities on teaching. The learning materials in the flipped teaching method included videos, post-tests and surveys. These were made available online to the students using Blackboard course content. The results show that flipped classroom approach made a statistically significant difference to the self-efficacy. The data analysis also gives insights into students' perception of learning style preferences. A survey of students was conducted to assess their personal perceptions of FB method. The students overwhelmingly favored use of FB teaching strategy compared to the LB approach because it promoted collaboration and hands-on activities during class time. The findings from this study can be used to implement FB teaching approach in other college level technology and engineering courses.