This study utilized an explanatory mixed-methods research design to investigate the effect of learning environment on student mathematics achievement, and mathematics self-efficacy, and student learning style in a ninth grade Algebra I classroom. The study also explored the lived experiences of the teachers and students in the three different learning environments and the effect students' learning style had on preference for learning environment. Key findings of the study were: 1) students in the Flipped Active and Flipped Mastery learning environments scored significantly higher on mathematics achievement than students in the Traditional learning environment; 2) students in the Flipped Mastery learning environment scored significantly higher on mathematics self-efficacy than students in the Traditional learning environment; 3) students in both the Flipped Active and Flipped Mastery learning environments appreciated the level of control over the learning process but were dissatisfied by the inability to ask real-time questions; 4) students in the Flipped Mastery learning environment enjoyed working at an individualistic pace but struggled with falling behind; and 5) students preferring active, sensing, sequential, and verbal learning experiences expressed satisfaction with both the Flipped Active and Flipped Mastery learning environments. The study findings suggest that classroom teachers should utilize the Flipped Instructional approach to make more in-class time for active learning strategies; and implement mastery learning strategies to promote student responsibility, self-regulation, and ownership of the learning process. Future research should investigate the effect that Flipped Instruction has on the learning environment at the middle and high school level as well as in subject areas other than mathematics.