Lecture methods in higher education continue to be the most often used form of lesson delivery, although they seem to be less effective in promoting adult students' learning and engagement. Many higher education instructors have incorporated inverted classroom (IC) methods to increase student engagement and learning. The purpose of this qualitative interview study was to gain an understanding of college instructors' decision-making processes and experiences transitioning from lecture-based instruction to IC and the factors attributed to that transition. Knowles's andragogy theory, Kolb's experiential learning theory, and Rogers's diffusion of innovations provided the conceptual framework for the study. Eight college-level instructors from the Flipped Learning Community were interviewed twice to collect data, which were analyzed using first and second cycle coding. Themes included student focus, support, change agent, and need to dialogue. Results may provide administrators with information to promote instructors' transition from lecture-based methods to IC. Results also indicated that IC was an effective social change strategy for boosting student retention, student engagement, and instructor satisfaction.